Willingness of English Language School Teachers in Hebron to Teach Reading Comprehension

Nadia Qawasmi

Educators use many different strategies to improve the students' understanding of text. The so-called "good reader" is always thinking of questions, making connections, making inferences about what the text may mean, deciding whether a given piece of information is significant, summarizing what they have read so far, and trying to create understanding as they go. They also must fill-in meanings where the text did not seem correct to them or they were unable to decode a particular term. These "good readers" may not even be aware of the ongoing dialogue that they are carrying out in their mind, yet it is a crucial part of their ability to comprehend what they are reading.
The study in hand investigated English language school teachers' willingness and preparedness to develop the learners' creative thinking through using new taxonomies in teaching reading comprehension. About (86) English language teachers out of (112) from Hebron secondary schools responded to a questionnaire designed by the researcher to answer the following questions:
1. Are male and female teachers knowledgeable of the Skills that are important for comprehension?
2. Are male and female teachers aware of the various sub skills that the learner needs to master for effective comprehension, and to recognize that comprehension occurs on multiple levels?
3. Are there differences between male and female teachers with respect to knowledge and awareness of Reading Comprehension Strategies?
4. Are male and female teachers efficient in developing learners' creative thinking through reading comprehension?
The results of the study indicated that the teachers need in-service training to be more knowledgeable and awareness of the significance of implying Bloom's taxonomy to help the learners to improve their reading comprehension and creative thinking.