ERIC Number: ED375389
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
The Evolution of Transactional Strategies Instruction in One Teacher's Classroom. Reading Research Report No. 19.
Brown, Rachel; Coy-Ogan, Lynne
A study examined one SAIL (Students Achieving Independent Learning) teacher's development of instructional practices from a reading strategies instructor who promoted some group discussion to an experienced transactional strategies teacher. The teacher taught the same story for three consecutive years to three comparable groups of low-achieving second-grade students. An interaction-tracking and coding scheme was used to analyze the 45-minute lessons for changes in interactional patterns, participation by group members, instructional focus, strategy instruction, and promoted and self-regulated use of strategies by students. By the third year of the study, students participated more actively in story discussion and used strategies with less teacher prompting to support their interpretations of and responses to text. These changes appeared to occur because of modifications in the teacher's instructional practices. The instruction that emerged during the third year could be characterized as transactional strategies instruction, an approach that involves teaching reading group members to use comprehension strategies as they jointly construct interpretations of text. (Contains 29 references, and three tables and one figure of data. A description of interactional pattern types is attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.