Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Intervention in School and Clinic
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Casteel, C. P.
Right arrow Articles by Jordan, K. F.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Creating Confident and Competent Readers

Transactional Strategies Instruction

Carolyn P. Casteel

Department of Curriculum and Instruction at the University of South Alabama

Bess A. Isom

School of Education at the University of Mobile

Kathleen F. Jordan

University of South Alabama

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.

Intervention in School and Clinic, Vol. 36, No. 2, 67-74 (2000)
DOI: 10.1177/105345120003600201
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?