Transactional Strategies Instruction: Towards Supporting Sense – Making in Reading Comprehension of Learners with Special Educational Needs
Keywords:
transactional strategies instruction, sense-making, reading comprehension, learners with special educational needsAbstract
The study determined the applicability of transactional strategies instruction. The respondents of the study were learners of Achievers Heart of Knowledge Montessori Inc. The method used in this study was experimental research design. Statistical treatments used were percentage, mean, standard deviation and t-test. The findings of the study revealed that majority of the learner-participants are 14 years old, males, Grade 7 and with disability in reading comprehension. Hence, before the intervention the participants perform instructional level and perform independent level after the intervention is administered. However, the pretest has a significant difference with the post-test which implies that the null hypothesis is rejected. Hence, the use of transactional strategies is effective in teaching sense-making in reading comprehension for learners with special educational needs.
References
Apel, K., Ehren, B. J., Silliman, E. R., & Stone, C. A. (2017). Handbook Of Language And Literacy. New York: The Guilford Press.
Applegate, M. D., & Applegate, A. J. (2019). “She's my best reader; she just can't comprehend.": Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512-521.
Armbuster, B. B., Lehr, F., & Osborn, J. (2020). Put Reading First; The Research Building Blocks Of Reading Instruction. Washington D.C: National Institute For Literacy.
Baker, L. (2020). Metacognition in comprehension instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford Press.
Beck, I. L., & McKeown, M. G. (2020). Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Scholastic.
Bergman, J. L., & El-Dinary, P. B. (2018). A researcher-educator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology, 84, 231-246.
Brantmeier, C. (2020). Beyond linguistics knowledge: Individual differences in second language reading. Foreign Language Annals, 36(1), 33-43.
Brown, A. I., Pressley, M., Van Meter, P. & Schuder, T. (2019). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88(1), 18-37.
Brown, D. (2020). Teaching by principles: An interactive approach to language pedagogy. 2 nd Ed. Addison Wesley, USA.
Brown, R., & Coy Ogan, L. (2018). The Evolution Of Transactional Strategies Instruction (TSI) In One Teacher's Classroom. The Elementary School Journal , 221-233.
Brown, R., & Pressley, M. (2018). Self-regulated reading and getting meaning from text: The transactional strategies instruction model and its ongoing evaluation. In D. Schunk & B.
Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 155-179). Hillsdale, NJ: Erlbaum.
Carrasquillo, A., & Rodriguez, V. (2020). Language minority students in the mainstream classroom (2nd ed.). Philadelphia: PA: Multilingual Matters.
Casteel, C.P., Isom, B. A., & Jordan, K.F. (2019). Creating confident and competent readers: Transactional strategies instruction. Intervention in school and clinic, 36(2), 67-74.
Cummins, J. (2020). Reading and the bilingual student: Fact and friction. Newark, DE: International Reading Association.
Duffy, G. G., Roeler, L. R., Meloth, M. S., Polin, R., Rackliffe, G., & Tracy, A. (2017). Developing and evaluating measures associated with strategic reading. Journal of Reading Behavior, 19, 223-246.
Duke, N. K. & Pearson, P. D. (2020). Effective practices for developing reading comprehension. In A. E. Farstrup, & S. Samuels (Eds.). What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association.
El-Dinary, P. B., & Schuder, R. T. (2018). Seven teachers' acceptance of transactional strategies instruction during their first year using it. Elementary School Journal, 94, 207-219.
Gaskins, I. W., Anderson, R. C, Pressley, M., Cunicelli, E. A., & Sadow, E. (2018). Six teachers' dialogue during cognitive process instruction. Elementary School Journal, 93, 277-304.
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P. & Scarcella, R. (2017). Effective literacy and English Language Instruction for English Learners in the elementary grades: A Practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee.
Ginting, Rut. (2019). Improving Grade XI Students’ Achievement in Reading Comprehension through Transactional Strategies Instruction. Medan: Thesis (unpublished).
Graham, L. and Bellert, A. (2005). Reading comprehension disabilities experienced by students with learning disabilities. Australian Journal of Learning Disabilities, 10 (2), 71-8.
Jepsen, C. & de Alth, S. (2020). English learners in California schools. San Francisco, CA: Public Policy Institute of California
Julapho, P. (2018). Using transactional strategies instruction with online learning to promote English reading comprehension, summary writing ability and autonomous learning of learners. Master’s Thesis, Chiangmai University, Thailand. Journal of Educational Realities-JERA pISSN 2536-6661, eISSN 2536-6653 Vol.3, No.1, April/June 2017 A Publication of the Department of Vocational Education, University of Uyo, Nigeria www.benchmarkjournals.com 43
Keshavarz, M. H. & Ashtarian, S. (2018). The relationship between Iranian EFL learners’ gender and reading comprehension of three different types of texts. Iranian Journal of Applied Linguistics, 11(1), 97-114.
Kim, S. S. (2021). The impact of transactional strategies instruction on the reading comprehension of a diverse group of second graders. Doctoral Dissertations. Paper . Available at http://repository.usfca.edu/cgi/viewcontent.cgi?article=1079&context
Lederer, J. (2019). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Reading Disabilities, 33, 91-107.
Marks, M. B., Pressley, M., Coley, J. D., Craig, S., Gardner, R., DePinto, T., & Rose, W. (2018). Three teachers' adaptations of TRANSACTIONAL STRATEGIES INSTRUCTION 35 reciprocal teaching in comparison to traditional reciprocal teaching. Elementary School Journal, 94, 267-283.
McElvain, C. M. (2021). Transactional Literature Circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205.
Mehrpour, S., Razmjoo, S. A. & Kian, P. (2021). The relationship between depth and breadth of vocabulary knowledge and reading comprehension among Iranian EFL learners. Journal of English Language Teaching and Learning, 53(222), 97-127.
National Assessment of Educational Progress (2009). Retrieved from http:// http://nces.ed.gov/nationsreportcard/pdf/main2009/2010458.pdf
National Clearing House for English Language Acquisition. (2010). Retrieved from http://www.consumerserviceguide.org/articles/csg_national_clearinghouse_ for_english_language_acquisition_ncela_ed No Child Left Behind Act of 2001, 20
National Reading Panel (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D C: National Academy Press.
Organisation for Economic Co-operation and Development (2010). PISA 2009 results: what students know and can do: Student performance in reading, mathematics and science (Vol. 1). Dxdoi.org/10.1787.9789264091450.en
Pennell, C. (2021). In the age of analytic reading: Understanding readers’ engagement with text. The Reading Teacher, 68(4), 251-260. 72 วารสารมหาวิทยาลัยพายัพ ปที่ 27 ฉบับที่ 1 (มกราคม – มิถุนายน 2560)
Pilonieta, P., & Medina, A. (2019). Reciprocal teaching for the primary grades: "We can do it, too!". The Reading Teacher, 63(2), 120-129.
Pressley, M. (2018). Transactional Instruction of Reading Comprehension Strategies. Perspectives in Reading Research Report 5. College Park, MD: National Reading Research Center.
Pressley, M. (2020). Comprehension strategy instruction: A turn-of-the century status report. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp.11-27). New York: The Guilford Press.
Pressley, M. (2020). Reading Instruction that works: The case for balanced teaching 3 rded.). New York: The Guilford Press.
Pressley, M., & Afflerbach, P. (2018). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
Pressley, M., El-Dinary. P. B., Gaskins, I., Schuder, T., Bergman, J., Almasi, J., & Brown, A. I. (2018). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92, 511-554. Journal of Educational Realities-JERA pISSN 2536-6661, eISSN 2536-6653 Vol.3, No.1, April/June 2017 A Publication of the Department of Vocational Education, University of Uyo, Nigeria www.benchmarkjournals.com 44
Pressley, M., Gaskins, I. W., Cunicelli, E. A., Burdick, N. J., Schaub-Matt, M., Lee, D. S., & Powell, N. (2018). Strategy instruction at Benchmark School: A faculty interview study. Learning Disability Quarterly, 14, 19-48.
Reutzel, D. R., Smith, J. A. & Fawson, P. C. (2020). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly 20, 276- 305.
Rodulfo, M.A. (2020). Reading in and out of school: Factors influencing the literacy achievement of American students in Grades 4, 8 and 12 in 2000 and 2002. National Centre for Education Statistics, Washington, DC., USA.
Roehler, L.R. & Duffy, G.G. (2017). Direct explanation of comprehension process. In G.G. Duffy, L.R. Roehler & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 265-285). New York: Longman.
Roit, M. L. (2020). Essential comprehension strategies for English learners. T.A. Young and N.L. Hadaway (Eds.) Building Literacy : Supporting English Learners in All Classrooms. Newark, DE: International Reading Association Rosenshine.
Rosenblatt, L. (2017). The reader, the text, and the poem: The transactional theory of the literature work. Carbondale: Southern Illinois University Press.
Saovapa, W. (2021). Using transactional strategies to improve English reading comprehension and summary writing abilities of students in English for Arts and Design Course. Journal of Applied Sciences, 12, 2326-2331.
Schuder, T. (2018). The genesis of transactional strategies instruction in a reading Programme for at-risk students. The Elementary School Journal, 94(2), 183-200.
Sinatra, G. M., Brown, K. J., & Reynolds, R. E. (2020). Implications of cognitive resource allocation for comprehension strategies instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp.62–76). New York: Guilford Press.
Takala, M. (2020). The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education. Scandinavian Journal of Educational Research, 50(5), 559-576.
Vansteenkiste, M., Lens, W. & Deci, E. L. (2020). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.
Wagner, T. (2018). Rigor redefined. Educational Leadership, 66(2), 20-24.
Wichadee, S. (2021). Developing reading and summary writing abilities of EFLundergraduate students through transactional strategies. Research in Education, 92, 59-71
Wilkinson, I. A., & Son, E. H. (2021). A dialogic turn in research on learning and teaching to comprehend. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P.P. Afflerbach (Eds.), Handbook of reading research (Vol. 4 pp. 359-387). New York & London: Routledge. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) DOI: 10.7176/JEP Vol.10, No.13, 2019 114
Wyatt, D., Pressley, M., El-Dinary, P. B., Stein, S.( Evans, P., & Brown, R. (2018). Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them. Learning and Individual Differences, 5, 49-72.
Yazdanpanah, K. (2017). The effect of background knowledge and reading comprehension test items on male and female performance. The Reading Matrix, 7(2), 64-80.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Are-Pee M. Castalone (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
