Measuring reading strategy knowledge transfer: Motivation for teachers to implement reading strategy instruction

dc.contributor.author	Klapwijk, Nanda
dc.contributor.author	van der Walt, C
dc.date.accessioned	2013-07-30T11:31:22Z
dc.date.available	2013-07-30T11:31:22Z
dc.date.issued	2011
dc.identifier.uri	http://hdl.handle.net/10500/10241
dc.description.abstract	Although research has shm1·n that reading stwtegy instruction bene.fits poor reoders. research also sholl's that teachers continue to struggle with reading strategy instruc:tion and remain resistal1l lo ils implemel1lation for w1rious reasom. This article reports on the ww )'sis oj'quantitati1'e daw ll'hich fimned part C!l a larger, mixed-method stzuzv. The slw v. which sought to creale a.fi·wnework./(Jr reading strate,l.'Y instruction in Grades 4 to 6 through a predominam(v qualilatil'e fiJcus. used quantitative data to. among others, prm·ide evidence qf' whether slrategy knowledge 1rr:.111. !er is measurahle. This article provides e1•idence that strategy kno11'!edge /ransfer is measurahle ami can. therefbre, be used as motivation .fi:w teachers to implement reading strategy instruction in a sustainuble.f(ISizion.	en
dc.language.iso	en_US	en
dc.publisher	PerLinguam	en
dc.subject	Reading	en
dc.subject	Background	en
dc.subject	Methodology	en
dc.subject	Instruments	en
dc.subject	Participants	en
dc.subject	Data	en
dc.title	Measuring reading strategy knowledge transfer: Motivation for teachers to implement reading strategy instruction	en
dc.type	Article	en
dc.description.department	Linguistics and Modern Languages	en