NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ458506
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0742-051X
A Teacher Development Project in Transactional Strategy Instruction for Teachers of Severely Reading-Disabled Adolescents.
Anderson, Valerie
Teaching and Teacher Education, v8 n4 p391-403 Aug 1992
Study examined an intervention that offered teachers transactional strategies for helping delayed adolescent readers actively approach reading. Experimental teachers received peer support, completed self-evaluative workshops, and used strategic reading techniques with students. Videotaped pre- and posttest reading sessions showed experimental teachers had significant gains on many dimensions fostering strategic reading. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A