A QUASI-EXPERIMENTAL VALIDATION OF TRANSACTIONAL STRATEGIES INSTRUCTION WITH LOW-ACHIEVING 2ND-GRADE READERS

Second-grade, low-achieving students experienced a year of either tran sactional strategies instruction or highly regarded, more conventional second-grade reading instruction. By the end of the academic year, th ere was clear evidence of greater strategy awareness and strategy use, greater acquisition of information from material read in reading grou p, and superior performance on standardized reading tests by the trans actional strategies instruction students. This is the dearest validati on to date of educator-developed transactional strategies instruction.