Teachers' views about and approaches to reading instruction

This study was conducted to examine teachers? views about and approaches to reading instruction. The study was carried out with 50 participants working at preparatory schools of Çağ University, Çukurova University, and Mersin University. In order to answer the research questions a questionnaire and in-depth interviews were conducted. According to the results of the questionnaire and the institutions they worked at, 6 participants were chosen for the interviews. The purpose of this study was to investigate teachers? views about and approaches to reading instruction at university preparatory levels; as to how teachers view themselves as readers of L2, how they think reading is taught, their concerns about reading instruction and if they are using reading strategies in the classroom. We also investigated the relationship between how teachers viewed themselves as readers and how this was reflected in their teaching. The results of the study revealed that teachers think unknown vocabulary and unfamiliar topic are the most common difficulties students face with comprehending a text. An ideal reading instruction should include reading strategies, teachers use more pre-reading strategies than post-reading strategies, participants who use reading strategies in their daily lives make more use of reading strategies in class. Key words: Reading, Reading strategies, Teachers? beliefs.