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

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

Research output: Contribution to journalArticle

172 Scopus citations

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 - Mar 1996
Externally publishedYes

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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