The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. Part One of this study used teacher action research as its methodology to address reading comprehension and student autonomy. Part Two of this study used participatory action research, involving children as co-researchers, to investigate how second graders perceived Literature Circles as their reading comprehension instruction and to suggest ways to improve Literature Circles. The significance of the study was based on the need to find an effective methodology for teaching reading comprehension to both native speakers of English and English learners in the same classroom.
The findings suggest that TSI was effective with students in the primary grades, such as second grade, in teaching reading comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher. Participatory action research by children suggested that second graders enjoyed learning through Literature Circles as well as ways to improve Literature Circles.
","abstract_html":"<p>The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. Part One of this study used teacher action research as its methodology to address reading comprehension and student autonomy. Part Two of this study used participatory action research, involving children as co-researchers, to investigate how second graders perceived Literature Circles as their reading comprehension instruction and to suggest ways to improve Literature Circles. The significance of the study was based on the need to find an effective methodology for teaching reading comprehension to both native speakers of English and English learners in the same classroom.</p> <p>The findings suggest that TSI was effective with students in the primary grades, such as second grade, in teaching reading comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher. Participatory action research by children suggested that second graders enjoyed learning through Literature Circles as well as ways to improve Literature Circles.</p>","abstract_has_math":false,"creators":["Kim, Sunjoo Shawn"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Shabnam Koirala-Azad","Helen Maniates","Betty Taylor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:42:43Z","subjects":["English learners","literature circles","participatory action research by primary grade students","primary grades","reading comprehension","Transactional Strategies Instruction","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Reading and Language"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/84","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shabnam Koirala-Azad","Helen Maniates","Betty Taylor"]},{"key":"dc:creator","label":"Author","values":["Kim, Sunjoo Shawn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English learners","literature circles","participatory action research by primary grade students","primary grades","reading comprehension","Transactional Strategies Instruction","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Reading and Language"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/84"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. Part One of this study used teacher action research as its methodology to address reading comprehension and student autonomy. Part Two of this study used participatory action research, involving children as co-researchers, to investigate how second graders perceived Literature Circles as their reading comprehension instruction and to suggest ways to improve Literature Circles. The significance of the study was based on the need to find an effective methodology for teaching reading comprehension to both native speakers of English and English learners in the same classroom.
The findings suggest that TSI was effective with students in the primary grades, such as second grade, in teaching reading comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher. Participatory action research by children suggested that second graders enjoyed learning through Literature Circles as well as ways to improve Literature Circles.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders"]}]}],"canonical_facts":{"dc:contributor":["Shabnam Koirala-Azad","Helen Maniates","Betty Taylor"],"dc:creator":["Kim, Sunjoo Shawn"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the effectiveness of TSI in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. Part One of this study used teacher action research as its methodology to address reading comprehension and student autonomy. Part Two of this study used participatory action research, involving children as co-researchers, to investigate how second graders perceived Literature Circles as their reading comprehension instruction and to suggest ways to improve Literature Circles. The significance of the study was based on the need to find an effective methodology for teaching reading comprehension to both native speakers of English and English learners in the same classroom.
The findings suggest that TSI was effective with students in the primary grades, such as second grade, in teaching reading comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher. Participatory action research by children suggested that second graders enjoyed learning through Literature Circles as well as ways to improve Literature Circles.
"],"dc:identifier":["https://repository.usfca.edu/diss/84"],"dc:subject":["English learners","literature circles","participatory action research by primary grade students","primary grades","reading comprehension","Transactional Strategies Instruction","Bilingual, Multilingual, and Multicultural Education","Elementary Education and Teaching","Reading and Language"],"dc:title":["The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:42:43Z"}