Date of Award
Master of Education (MEd)
This action research study investigated the improvement of reading comprehension by implementing two strategies: question generation and think aloud in the context of transactional instruction. A kindergarten class of 28 students at a charter school in east Michigan was used as an experimental group. The control group was made up of 27 kindergarteners from another class. All students, both in the experimental and control groups, were given a pre-test to track the application of all strategies before teaching began. The experimental group was taught two strategies: how to generate questions and how to observe and think aloud about what they were reading in a collaborative setting. These two strategies were supported by the scaffolding technique of transactional instruction. Students in the control group were taught using a standardized curriculum. A post-test was given at the end of the designated time and results were calculated. Data showed that although comprehension was comparable for both the control group and experimental group during the pre-test, there was an increase in overall understanding for the advanced students in the experimental group after the treatment.
Schultz, Heather, "Teaching Kindergarten Reading Comprehension Using Transactional Strategy Instruction" (2017). Master of Education Program Theses. 106.