ABSTRACT
This chapter provides a rationale for teacher-initiated inquiry and introduces a flexible eight-step framework for conducting action research in classrooms with reading skills development aims. The term action research is often used to describe the type of teacher activity. Through action research, teachers look critically at their own classrooms to improve their teaching and enhance the quality of students’ learning. Action research helps teachers develop professionally through the systematic collection and analysis of data from their own classrooms and then the use of findings to enhance the teaching and learning that take place there. Action research provides teachers with non-threatening means for reflecting on reading from a variety of perspectives.
