A Teacher Development Project in Transactional Strategy Instruction for Teachers of Severely Reading Disabled Adolescents.

Autor/in	Anderson, Valerie
Institution	Ontario Inst. for Studies in Education, Toronto.
Titel	A Teacher Development Project in Transactional Strategy Instruction for Teachers of Severely Reading Disabled Adolescents.
Quelle	(1991), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Cooperation; Educational Research; Foreign Countries; Inservice Teacher Education; Instructional Effectiveness; Instructional Innovation; Learning Disabilities; Models; Remedial Reading; Secondary Education; Special Education; Teacher Improvement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Ausland; Lehrerfortbildung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Learning handicap; Lernbehinderung; Analogiemodell; Leseförderung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	A study examined the effects of a teacher development model designed to provide in-service special education teachers with collaborative transactional strategies for helping severely reading-delayed adolescents take a more active approach to understanding informational texts. The experimental group consisted of nine teachers and their students while the control group consisted of seven teachers and their students (for a total of 83 students in grades 6-11). All teachers were to explicitly teach reading comprehension for approximately 20 half-hour sessions spread over 3 months. Teachers in the experimental group received strategy training and peer support. Data consisted of transcriptions of pre-test, mid-study, and post-test videotapings of teaching sessions and pre- and post-standardized tests. A number of quantitative and qualitative analyses were performed on the data. Results indicated that: (1) experimental teachers and their students changed their behaviors substantially from pre- to post-test, while the control teachers and their students remained about the same; (2) there was a significant increase in student talk and a decrease in teacher talk in the experimental group; (3) both control and experimental students made substantial gains on standardized tests, with the experimental group making much larger gains in reading comprehension; (4) teachers in the experimental group became more flexible and relaxed in the methodology; and (5) administrative support is a necessary component in a successful intervention. Findings demonstrate the advantages of transactional strategy instruction for both teachers and students. (One table and one figure of data are included; two figures representing further analysis of the data and 38 references are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC