A PRELIMINARY STUDY OF TEACHING READING COMPREHENSION IN SPECIAL EDUCATION CLASS

Abstract

There are five pillars in reading which are phonemic awareness, phonics, fluency, vocabulary and
comprehension. Reading comprehension can be defined as understanding the meaning from reading
outcome and it consists of narrative comprehension and expository comprehension. Although
comprehension is important in reading, it was less emphasized in the special education class. Therefore,
the researcher decided to investigate teacher perception of teaching reading comprehension in special
education class. This study was conducted on 56 special education teachers by distributing a
questionnaire to the schools that have special education integrated program. The survey consists of two
sections which were demographic section and content section comprised of closed-ended and openended questions. This study found that the teachers faced difficulties in teaching reading comprehension
in class and they need assistance to teach the comprehension to the special education student. The
limitation of this study was that the number of items in the survey was limited to special education only
hence the result cannot be generalized. Furthermore, the number of items in the survey is inadequate to
discover the overall perceptions of special education teachers on teaching reading comprehension. The
findings in this study provided an insight for future researcher in developing assistance or teaching aid
for special education teachers on teaching reading comprehension in class.