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A comparison of the effects of transmission, transactional and social constructivist approaches to instruction on secondary English students' comprehension and response to literature

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dc.contributor.author Reimer, Paul en_US
dc.date.accessioned 2007-07-12T19:41:52Z
dc.date.available 2007-07-12T19:41:52Z
dc.date.issued 2001-07-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/2676
dc.description.abstract Reading instruction in secondary English Language Arts (ELA) classrooms takes many forms, with a common approach, the teacher-centered classroom where a traditional transmission pedagogy typically prescribes the single correct reading of any piece of literature through a series of individual, guided activities. A more interactive classroom where the students gain some control over their reading, exchange their reading journals with one another for critiquing purposes, and learn that their own knowledge and experience counts when they read, is referred to as a transactional classroom. A third approach to reading instruction is the social constructivist classroom, where students create the meaning of a text in a social situation where they work collectively and collaboratively through both writing and talking together. The purpose of this study was to pit these three teaching approaches against each other in a grade twelve ELA classroom in order to test their effectiveness in improving the maturity/depth of students' reading comprehension and response to literature. (Abstract shortened by UMI.) en_US
dc.format.extent 6802657 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.title A comparison of the effects of transmission, transactional and social constructivist approaches to instruction on secondary English students' comprehension and response to literature en_US
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.degree.level Master of Education (M.Ed.) en_US


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