Transactional Strategies Instruction Research Articles

INNOVATIVE APPROACHES TO TEACHING SPEAKING: A CASE STUDY OF SHORT FILM PROJECTS

This study was conducted as an attempt to find out the effect of applying Transactional Strategies Instruction (TSI) on students' reading comprehension. This study used an experimental design. The population were students from SMA Negeri 1 Onan Ganjang. The sample for this study consisted of sixty first-graders at a senior high school. Two randomly generated groups—one for the experimental group and one for the control group—were used. The control group was taught without applying TSI, while the experimental group was taught with TSI. The instrument for collecting data was an objective multiple-choice test, which consisted of 40 items. The data were analyzed using a t-test. This study shows that teaching reading comprehension by using TSI has a more significant effect than teaching without it.

IMPLEMENTING GOOGLE CLASSROOM-BASED COGNITIVE STRATEGY OF ENGLISH FOR SPECIFIC PURPOSES

Pedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedure Pedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedure

Books like me: An investigation of urban elementary teachers’ journey towards more culturally relevant pedagogy

ABSTRACT The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper describes the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction. Three types of qualitative data were collected: (a) researchers’ anecdotal notes during the professional learning sessions; (b) teacher focus groups; (c) teachers’ blog reflection entries. The findings revealed that the professional development for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, professional development served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies

Theoretical and empirical support for the benefits of elaborative strategy instruction for middle level students is highlighted. Consistent with the Keys of Educating Young Adolescents, teaching elaborative strategies enhances academic achievement, engages learners, and empowers students’ future independent learning. A transactional strategy instruction approach is described and suggested for educators to employ as they teach students elaborative strategies. Several strategies known to engage students in meaningful learning, including self-explanation, elaborative interrogation, student generated drawing, and generating examples, are shared. Specific examples tied to middle level academic goals and objectives across academic domains are provided.

Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context

This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content at the same time, it can be a desirable instructional model in ESL/EFL reading classes. Targeting post-secondary school students whose English reading proficiency levels are in between intermediate and highintermediate, this paper illustrates each stage of the CALLA instructional model and provides a sample lesson plan. ESL/EFL teachers may utilize the demonstration or the lesson plan in a real teaching situation to help learners be successful ESL/EFL readers while increasing their content knowledge and language proficiency.

The Road Not Yet Taken: A Transactional Strategies Approach to Comprehension Instruction

Previous research indicates that a transactional strategies instruction (TSI) approach to teaching comprehension strategies improves students' reading on standardized tests and other reading measures. However, to date, TSI is not prevalent in schools. The purpose of this article is to provide a more detailed description of the approach, to report research on instructional differences between TSI and non‐TSI teachers, and to explain how teachers can integrate the approach and their current reading instruction.

Self-Regulation through Transactional Strategies Instruction

In a qualitative, multiple case study, we explored the challenges and successes teachers encounter while participating in a professional development program aimed at improving their reading comprehension instruction so as to increase students' self-regulated use of comprehension strategies. We documented five fifth grade teachers' experiences as they participated in a year-long professional development program. Teachers frequently faced obstacles related to texts, classroom management, instructional decisions, their students, time, and assessment issues. However, the teachers reported positive changes in their thinking and reading comprehension instruction. We also observed growth in their students' reading comprehension behaviors, with some students reaching the self-control level of self-regulated use of comprehension strategies as the year proceeded.

Discussion during text processing in Modern Greek Language

Transactional strategies instruction underline the importance of an interactive environment for student’s learning within the school context. Such discussion involves teaching of cognitive processes in coming to terms with the text within a group situation and stimulates interpretative dialogues that prompt students’ inferential comprehension. This study aims to compare and describe the text processing strategies taking place in multi-grade and single-grade Greek Primary Schools in Modern Greek Language studies. Both text extending and text focused discussion take place, yet children’s participation during interactive discussion is considerably low. No differences were found between multi-grade and single-grade schools. Significant differences were found between one-teacher’s schools and two-teachers’ schools which, it appears, were due to the teaching style of the particular teachers, rather than the type of school.

Creating Confident and Competent Readers

This article presents a practical plan for improving reading comprehension and reader self-efficacy through transactional strategies instruction. Three phases of instruction are described and specific instructional strategies are provided. Suggestions for implementation and for evaluation of instruction effectiveness are also discussed. The information is applicable for teachers of learners in Grades 4 through12 and for resource teachers or clinicians working with learners having comprehension difficulties.

COMPREHENSION STRATEGIES INSTRUCTION: DOES IT MAKE A DIFFERENCE?

The purpose of this research study was to determine whether students who were taught specific research‐based strategies using a transactional strategies instruction (TSI) approach (Pressley, El‐Dinary, Gaskins, Schuder, Bergman, Almasi, & Brown, 1992) would (a) improve in comprehension achievement, and (b) be more engaged during reading groups. Thirty‐two fourth graders participated in an 8‐week experiment. The treatment group was taught four comprehension strategies‐‐predicting, questioning, clarifying, and summarizing‐‐following the TSI approach. The comparison group was conducted as a traditional reading group. Qualitative and quantitative data collected include: pre/post interviews, videotaped reading sessions, response journals, and scores on the comprehension section of the California Achievement Test, pretest/Form E, and posttest/Form F. The findings favor the strategies treatment and include observations of greater focus and engagement during reading groups, improved knowledge and use of strategies, and improved achievement in comprehension.

A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.

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.

A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.

A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.

WHERE WE GO FROM HERE

The major focus of this discussant article concerns a central and convergent implication from the contributions to this special issue, which is the preparation and empowerment of teachers to engage in transactional strategy instruction. It is suggested that teacher educators can draw from prior research and current instructional practices to map out the necessary and sufficient conditions for teacher training in transactional strategy instruction. The article ends with consideration of two general issues: the conceptualization of students’ motivation to learn and cognitive strategy instruction beyond the domains of reading and writing.

TRANSACTIONAL INSTRUCTION OF COMPREHENSION STRATEGIES: THE MONTGOMERY COUNTY, MARYLAND, SAIL PROGRAM

A comprehension strategies instruction program called Students Achieving Independent Learning (SAIL) is described. In SAIL, strategies teaching is long term and complex, with students taught to coordinate traditional memory and comprehension strategies with interpretive processes. Consistent with reader‐response theories, we refer to this approach as transactional strategies instruction because student‐teacher‐text transactions are the heart of daily teaching. How such teaching differs with student experience in the program is illustrated by discussing SAIL instruction in Grade 1, Grade 2, and Grade 4 lessons. We highlight the unique features of SAIL by comparing it with the comprehension strategies instruction encouraged in some contemporary basal series.

The Evolution of Transactional Strategies Instruction in One Teacher's Classroom

In this study, 1 teacher taught the same story for 3 consecutive years to 3 comparable groups of second-grade, low-achieving students. An interaction-tracking and coding scheme was used to analyze the 45-minute lessons for changes in interactional patterns, participation among group members, instructional focus, strategy instruction, and prompted and self-regulated use of strategies by students. By year 3, students participated more actively in story discussion and used strategies with less teacher prompting to support their interpretations and responses to text. These changes appeared to occur because of modifications in the teacher's instructional practices. The instruction that emerged during the third year could be characterized as transactional strategies instruction, an approach that involves teaching reading group members to use comprehension strategies as they jointly construct interpretations of text.

The Genesis of Transactional Strategies Instruction in a Reading Program for At-Risk Students

This article describes the problem-solving response of the staff in a large public school system to at-risk students' low achievement and lack of access to the district's enriched reading/language arts curriculum. The staff developed a theory-based, supplemental reading program in cognitive learning strategies to replace remediation for at-risk students and called it SAIL (Students Achieving Independent Learning). The article illustrates the use of current cognitive research in program design and development and describes instruction and training in the program. Instruction starts with explicit teaching of a repertoire of learning strategies during instruction in reading comprehension. It becomes more student centered and refined until it evolves into transactional strategies instruction, a blend of explicit instruction, direct explanation, reader response, and teacher-student-text interactions. Training takes 3-5 years, with the first year being crucial to teacher and, consequently, student success.

Seven Teachers' Acceptance of Transactional Strategies Instruction during Their First Year Using It

In 2 studies we examined 7 teachers' acceptance of a strategies-based approach to reading instruction during their introductory year to the intervention. Interviews and observations revealed that the intervention was clearly acceptable to only 2 of the 7 teachers. Issues that influenced acceptability, including professional development support and teacher choice, are discussed. We also make recommendations for transactional strategies instruction.

Teachers' Initial Perceptions of Transactional Strategies Instruction

Teachers' acceptability of transactional strategies instruction, a reading instruction approach, was assessed. The method used to determine acceptability in this study was consistent with many previous investigations of intervention acceptability in that experienced professionals judged the instructional approach from its description rather than its use. 30 elementary teachers responded to an 18-item questionnaire, rated each item, and provided comments about the issues measured. In general, the teachers found the approach to be acceptable.

Six Teachers' Dialogue during Cognitive Process Instruction

The instruction of 6 teachers in a private school for bright underachievers that is characterized by a strategic teaching initiative, strong instructional leadership, and collegiality was examined to characterize the nature of instructional dialogue. Lesson transcripts were coded for the presence and organization of 8 instructional "moves" often found in good strategy instruction. Results demonstrated teachers' fidelity to a particular vision of instruction. Instructional moves designed to make strategic processing specific and explicit were found in all lessons, with the majority of the lessons containing at least 7 of the 8 strategy instruction moves. Instruction was found to be transactional and process-oriented. Interactive cycles of dialogue, during which teachers were responsive to students' strategic construction of knowledge, were prevalent. Student and teacher demographic variables were considered as they related to characteristics of instruction. The transactional strategy instruction found here is likened to instruction described by Duffy and Roehler and is contrasted with a recitation model of instruction.

A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents

This study investigates effects of an intervention for providing teachers with strategies for helping adolescent delayed readers take an active approach to reading informational texts. Nine experimental and seven control teachers and their students took part. Experimental teachers received peer support from previously trained teachers and took part in self-evaluative workshops as they applied strategic reading techniques with their students. An analysis of videotaped pre- and posttest reading sessions showed significant gains in favour of experimental teachers on many dimensions related to fostering strategic reading, which were mirrored by related gains in students. A standardized comprehension test also favoured experimental students.