Preservice and In-Service Teachers’ Reading Strategies: A Scoping Review

Abstract

This scoping review explores empirical research on reading strategies used by preservice and in-service teachers. Although it is often assumed that teachers’ instructional practices are linked to their personal reading strategies, few empirical studies have explored how teachers apply these strategies and how contextual factors influence their use. Recognizing the importance of effective teacher preparation for improving reading outcomes, this 13-study scoping review characterizes existing research, identifies specifically studied reading strategies, analyzes research methods, and explores emerging themes. The selected studies used various methods to explore teachers’ reading strategies, but research is still limited internationally. Overgeneralizations and unclear concepts hinder comparability, and insufficient methodological detail impedes replication. Overall, the results may inform future teacher training initiatives and research agendas, contributing to enhanced literacy instruction and better support for teacher development and instruction in reading strategies.