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Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

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Title: Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory
Language: English
Authors: Foley, Laura S.
Source: Literacy Research and Instruction. 2011 50(3):195-215.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 21
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Grade 2
Grade 3
Kindergarten
Descriptors: Elementary Education, Reading Instruction, Reading Comprehension, Emergent Literacy, Reader Text Relationship, Reading Processes, Reading Strategies, Reading Teachers, Teaching Methods, Effect Size, Program Effectiveness, School Support, Evidence
DOI: 10.1080/19388071.2010.505680
ISSN: 1938-8071
Abstract: This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers' perceptions of what impedes or supports their sustained implementation of CSI. These findings suggest that increases in school support will also raise teacher CSI implementation levels. (Contains 14 tables.)
Abstractor: As Provided
Number of References: 54
Entry Date: 2011
Accession Number: EJ928253
Database: ERIC
FullText Text:
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  Data: Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research+and+Instruction%22"><i>Literacy Research and Instruction</i></searchLink>. 2011 50(3):195-215.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/19388071.2010.505680
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  Data: This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers' perceptions of what impedes or supports their sustained implementation of CSI. These findings suggest that increases in school support will also raise teacher CSI implementation levels. (Contains 14 tables.)
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  Data: 2011
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Strategies
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      – SubjectFull: Reading Teachers
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      – SubjectFull: Teaching Methods
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      – SubjectFull: School Support
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      – SubjectFull: Evidence
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      – TitleFull: Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory
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