摘要：Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.
其他摘要：Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.
关键词：reading strategy instruction;comprehension instruction;reading comprehension;strategy knowledge transfer
