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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ526855
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
A Quasi-experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers.
Brown, Rachel; And Others
Journal of Educational Psychology, v88 n1 p18-37 Mar 1996
Low-achieving second graders experienced a year of transactional strategies instruction (n=30) or highly regarded, more conventional second-grade reading instruction (n=30). The group receiving transactional strategies instruction had greater strategy awareness and use, greater acquisition of material read, and superior performance on standardized reading tests. (SLD)
Descriptors: Elementary Education, Elementary School Students, Grade 2, Instructional Effectiveness, Low Achievement, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Tests, Standardized Tests, Validity
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Strategy Choice; Transactional Strategies Instruction
Note: Research supported in part by the Educational Research and Development Center Program through award number 117A20007 as administered by the Office of Educational Research and Improvement.