Is Teaching Reading Comprehension Strategies Acceptable to Teachers?

Abstract

Seven strategies were identified during the last decade as effective in promoting students'reading comprehension during the middle to late elementary school years. It should be possible to use these seven strategies to design instructional packages accomplishing a variety of reading goals. The main argument made here is that teachers' views about the acceptability of the various reading strategies should be a prominent consideration in deciding which ones to emphasize in instructional packages. This article presents a summary of initial work aimed at generating information about teachers' acceptability of particular forms of strategy instruction. A principal conclusion of this preliminary work is that traditional psychometric methods of rating intervention acceptability should be complemented by more qualitative approaches.

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