Abstract

Reading comprehension is a cognitive process involving a large number of simultaneous mental tasks. The ability to teach students this skill requires paying close attention to detail and use of Instructional Design (ID). This study endeavors to recover and analyze how teachers prepare beforehand to teach Reading Comprehension. This includes how they design instructional thought regarding objectives, values, methods, tools and activities to develop this skill. A qualitative investigation was conducted using the methodology of a case study (Stake, 1998). Data collection was based on a semi-structured interview of two teachers who have taught at the primary school, high school, college and doctoral levels with extensive experience in the field of cognition, The information gathered was examined using analytical induction. The findings reveal that primary education teachers design and perform classroom activities using tools and strategies to develop Reading Comprehension at different points in time as an implicit objective. This reflects that DI can be used as a primary tool to enhance Reading Comprehension. Yet based on the research, to garner optimal results, teachers must be informed and well-trained in Instructional Design to make a significant difference in ensuring student Reading Comprehension success.

Keywords Comprehension; Reading; Design; Instruction; Cognition