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ERIC Number: ED566048
Record Type: Non-Journal
Publication Date: 2013
Pages: 168
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-9862-0
ISSN: N/A
The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders
Kim, Sunjoo Shawn
ProQuest LLC, Ed.D. Dissertation, University of San Francisco
The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. Part One of this study used teacher action research as its methodology to address reading comprehension and student autonomy. Part Two of this study used participatory action research, involving children as co-researchers, to investigate how second graders perceived Literature Circles as their reading comprehension instruction and to suggest ways to improve Literature Circles. The significance of the study was based on the need to find an effective methodology for teaching reading comprehension to both native speakers of English and English learners in the same classroom. The findings suggest that TSI was effective with students in the primary grades, such as second grade, in teaching reading comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher. Participatory action research by children suggested that second graders enjoyed learning through Literature Circles as well as ways to improve Literature Circles. The study concluded with the suggestion that there was interaction among various factors found as the result of Literature Circles such as reading comprehension, autonomy, motivation and enjoyment, children helping each other, children informing instruction for the teacher, and the suggestion that alternative paradigms in teaching and research such as Literature Circles and PAR are in need in the primary grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A