What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language?
This project researched the teaching of reading comprehension to Year 6 students who were underachieving in standardized tests. With the aim of improving levels of comprehension and attitudes towards reading, an action research model was adopted, using questionnaires, Statutory Assessment Tests, and...
| Main Author: | |
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2017
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| Online Access: | https://eprints.nottingham.ac.uk/47995/ |
| _version_ | 1848797667054845952 |
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| author | McCann, Helen |
| author_facet | McCann, Helen |
| author_sort | McCann, Helen |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This project researched the teaching of reading comprehension to Year 6 students who were underachieving in standardized tests. With the aim of improving levels of comprehension and attitudes towards reading, an action research model was adopted, using questionnaires, Statutory Assessment Tests, and a reflective journal. The four-week research period involved teaching a structured set of literacy lessons based on Transactional Strategies Instruction. The findings demonstrated a positive increase in standardized test results as well as a significant change in the student’s attitudes towards an appreciation of reading. The findings have illustrated the need for a complete review of the teaching of reading comprehension within the Key Stage 2 department at my school. The project raised additional questions about the implications of gender, culture, and languages, all of which are areas for possible further research. |
| first_indexed | 2025-11-14T20:07:31Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-47995 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:07:31Z |
| publishDate | 2017 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-479952017-11-09T20:40:42Z https://eprints.nottingham.ac.uk/47995/ What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? McCann, Helen This project researched the teaching of reading comprehension to Year 6 students who were underachieving in standardized tests. With the aim of improving levels of comprehension and attitudes towards reading, an action research model was adopted, using questionnaires, Statutory Assessment Tests, and a reflective journal. The four-week research period involved teaching a structured set of literacy lessons based on Transactional Strategies Instruction. The findings demonstrated a positive increase in standardized test results as well as a significant change in the student’s attitudes towards an appreciation of reading. The findings have illustrated the need for a complete review of the teaching of reading comprehension within the Key Stage 2 department at my school. The project raised additional questions about the implications of gender, culture, and languages, all of which are areas for possible further research. 2017-07 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/47995/1/McCann_Helen_Dissertation_Johnson.pdf McCann, Helen (2017) What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? [Dissertation (University of Nottingham only)] |
| spellingShingle | McCann, Helen What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title | What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title_full | What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title_fullStr | What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title_full_unstemmed | What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title_short | What impact does teaching a structured set of literacy lessons based around ‘Transactional Strategies Instruction’ for reading comprehension have on a class of mixed-ability Year 6 students, learning in a second language? |
| title_sort | what impact does teaching a structured set of literacy lessons based around ‘transactional strategies instruction’ for reading comprehension have on a class of mixed-ability year 6 students, learning in a second language? |
| url | https://eprints.nottingham.ac.uk/47995/ |