ERIC Number: ED375391
Record Type: Non-Journal
Publication Date: 1994
Transactional Instruction of Reading Comprehension Strategies. Perspectives in Reading Research No. 5.
Pressley, Michael; And Others
Focusing on the teaching of comprehension strategies, this paper describes studies designed to identify settings in which effective strategies instruction was being carried out and details the conclusions that can be drawn from the studies. The paper begins with a description of comprehension strategies instruction in the 1970s and 1980s. The paper then discusses a series of qualitative studies undertaken of two successful comprehension strategies instructional programs--the Benchmark School in Media, Pennsylvania which serves high-ability elementary students who experience difficulties in learning to read, and the Montgomery County, Maryland, public schools program, Students Achieving Independent Learning (SAIL), created for Chapter 1 students. The paper then analyzes the instruction in terms of its transactional qualities, its place among constructivist theories of learning, and with regard to theories of intelligent assistance. The paper also includes teachers' ideas about how comprehension strategies instruction might be made more effective. It concludes with a discussion of three directions for future research: better instruction at the primary level, teacher development, and strategies across the curricula and school day. Contains 97 references. (RS)
Descriptors: Elementary Education, Instructional Effectiveness, Qualitative Research, Reading Comprehension, Reading Research, Reading Strategies, Teacher Attitudes
National Reading Research Center, 318 Aderhold, University of Georgia, Athens, GA 30602-7125.
Publication Type: Information Analyses
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.
Grant or Contract Numbers: N/A