Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Rachel; und weitere |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | A Quasi-Experimental Validation of Transactional Strategies Instruction with Previously Low-Achieving, Second-Grade Readers. Reading Research Report No. 33. |
| Quelle | (1995), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Grade 2; Instructional Effectiveness; Primary Education; Reading Achievement; Reading Improvement; Reading Research; Reading Strategies; Remedial Reading; Teaching Methods |
| Abstract | A study investigated the effectiveness of the Students Achieving Independent Learning (SAIL) program, an educator-developed approach to transactional strategies instruction (TSI). Five groups of six previously low-achieving second-grade students received a year of transactional strategies instruction and five groups of six students received a year of more conventional reading instruction provided by teachers who were highly regarded by school district personnel. Each of the 10 groups was housed in a different classroom, with each SAIL group matched to a comparison group that was close in reading achievement level and matched demographically to the school providing the SAIL group. By the end of the academic year, there was clear evidence of greater knowledge and use of strategies by the TSI students, greater acquisition of information from material read in reading group, and superior performance on standardized reading tests. Findings suggest a clear validation to date of educator-developed transactional strategies instruction. (Contains 53 references and five tables of data. A sample SAIL lesson is attached.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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