A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers

Rachel Brown, Peggy Noel Van Meter, Michael Pressley, Ted Schuder

Research output: Contribution to journalArticle

165 Citations (Scopus)

Abstract

Second-grade, low-achieving students experienced a year of either transactional strategies instruction or highly regarded, more conventional second-grade reading instruction. By the end of the academic year, there was clear evidence of greater strategy awareness and strategy use, greater acquisition of information from material read in reading group, and superior performance on standardized reading tests by the transactional strategies instruction students. This is the clearest validation to date of educator-developed transactional strategies instruction.

Original languageEnglish (US)
Pages (from-to)18-37
Number of pages20
JournalJournal of Educational Psychology
Volume88
Issue number1
DOIs
StatePublished - Jan 1 1996

Fingerprint

Reading
instruction
Students
reading instruction
student
educator
performance
evidence
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

@article{d8c88358dbac4729bb484470952d06e5,
title = "A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers",
abstract = "Second-grade, low-achieving students experienced a year of either transactional strategies instruction or highly regarded, more conventional second-grade reading instruction. By the end of the academic year, there was clear evidence of greater strategy awareness and strategy use, greater acquisition of information from material read in reading group, and superior performance on standardized reading tests by the transactional strategies instruction students. This is the clearest validation to date of educator-developed transactional strategies instruction.",
author = "Rachel Brown and {Van Meter}, {Peggy Noel} and Michael Pressley and Ted Schuder",
year = "1996",
month = "1",
day = "1",
doi = "10.1037/0022-0663.88.1.18",
language = "English (US)",
volume = "88",
pages = "18--37",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "1",

}

A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers. / Brown, Rachel; Van Meter, Peggy Noel; Pressley, Michael; Schuder, Ted.

In: Journal of Educational Psychology, Vol. 88, No. 1, 01.01.1996, p. 18-37.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers

AU - Brown, Rachel

AU - Van Meter, Peggy Noel

AU - Pressley, Michael

AU - Schuder, Ted

PY - 1996/1/1

Y1 - 1996/1/1

N2 - Second-grade, low-achieving students experienced a year of either transactional strategies instruction or highly regarded, more conventional second-grade reading instruction. By the end of the academic year, there was clear evidence of greater strategy awareness and strategy use, greater acquisition of information from material read in reading group, and superior performance on standardized reading tests by the transactional strategies instruction students. This is the clearest validation to date of educator-developed transactional strategies instruction.

AB - Second-grade, low-achieving students experienced a year of either transactional strategies instruction or highly regarded, more conventional second-grade reading instruction. By the end of the academic year, there was clear evidence of greater strategy awareness and strategy use, greater acquisition of information from material read in reading group, and superior performance on standardized reading tests by the transactional strategies instruction students. This is the clearest validation to date of educator-developed transactional strategies instruction.

UR - http://www.scopus.com/inward/record.url?scp=0347981291&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0347981291&partnerID=8YFLogxK

U2 - 10.1037/0022-0663.88.1.18

DO - 10.1037/0022-0663.88.1.18

M3 - Article

VL - 88

SP - 18

EP - 37

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 1

ER -