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Process
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Proposal |
Methods Materials a.
A variety of genre were utilized to instruct my students in my
transactional strategies instruction study.
In my research I selected the books that were used from the literacy
closet. Population b.
The investigation for
increasing reading comprehension through being actively engaged with the text
was conducted with two elementary learning-disabled sixth grade students. Subjectsc. The transactional strategies instruction experiment was conducted with two special education six grade students. One student has a diagnosis of attention deficient disorder and was retained in grade six. These students were selected based upon their willingness to accept this cognitive approach to increase their reading comprehension. Independent Variables . Within
the transactional strategies instruction experimental research, four
categories of the TSI intervention were introduced. The independent variable
components for the transactional strategies were taught in the following
procedure: Predictions – The students would be able to infer from their
prior knowledge to make predictions about the text before experiencing it directly. Questioning – The students would be cognizant of their
understanding of text and monitor their comprehension by questioning
themselves for clarification. Visualize – The students would be able to develop a mental
image of the text and create graphic representations to increase their
understanding of described events. Summarization – The students would identify the characters,
setting, and the plot. The plot would consist of the main idea and relevant
details from the text in sequential order. Dependent Variables The
dependent variables were suited and varied for each independent variable. Predictions – The students responded
by making predictions about the setting, characters, and plot prior to
experiencing the text. Questioning – The students wrote questions that occurred during
reading concerning clarification of words or ideas that caused confusion.
These thoughts were written utilizing a prompt statement beginning with,” I
am wondering about…”. Visualization – The students were asked to make a visual to
assist them with their summary of the story. The visual representation
demonstrated the beginning, middle, and ending to convey an understanding of
the setting, characters, and the plot. The main idea and relevant details
were expressed within these illustrations. Their thoughts were written
beginning with a prompt statement, “When I think about my reading I see…”. Summarization – The students wrote a
summary with the six story elements of the text. The written summary was
placed in a readers’ response journal. |
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Proposal
Sharon R. Dulin
