heightened focus in the field on trying to bridge this research-to-practice gap, many researchers have experienced more than a modicum of success in facilitating teachers' use of research-based methods (Abbott, . We now know more about how to conduct professional development programs that support teachers' sustained implementation of new practices than we did a decade ago. Rather than the "sit and get" standalone workshops more prevalent in the past, successful efforts have focused on providing long-411 ABSTRACT:The purpose of this research was to "scale up" the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the school year. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.

Despite over 25 years of research supporting the instruction of comprehension strategies, it seems that such instruction is not readily found in many classrooms or basal readers, resulting in students that struggle with analyzing and comprehending text. This is particularly true in the primary grades. Originally designed with seventh grade students, Reciprocal Teaching (Palincsar & Brown, 1984) is a research‐based strategy that teaches students to work in small groups to coordinate the use of four comprehension strategies: prediction, clarification, summarization, and student‐generated questions. This article illustrates how to implement Reciprocal Teaching for the Primary Grades (RTPG). Modifications include: additional strategies, cue cards with pictures and scripts, group work interspersed with whole class follow‐up, and an independent written component for individual student accountability. The goal of this article is to present primary grade teachers with a method to provide their students with comprehension strategy instruction that is research‐based, explicit, and age‐appropriate. تلخيص البحث: بالرغم من الأبحاث العلمية التي تمت عبر السنوات الخمسة والعشرين الماضية والتي دعمت تعليم استراتيجيات للاستيعاب، فأنه يبدو أن التعليم كهذا ليس متوفراً في كثير من الصفوف وكذلك الكتب القرائية الأساسية الأمر الذي قد أدى إلى طلاب يواجهون صعوبات في تحليل النصوص واستيعابها. وهذا ما يحدث بالفعل في الصفوف الابتدائية. لقد صمم نظرية تبادل التدريس (بلنسار وبراون، 1984) مع طلاب الصف السابع وهي استراتيجية مبنية على الأبحاث العلمية يتعلم منها الطلاب كيف يعملون في مجموعات صغيرة لتنسيق استخدام أربع إستراتيجيات استيعابية وهي: التكهن والإيضاح والتلخيص والأجوبة المولدة على يد الطلاب. إذ تسلط هذه المقالة الضوء على تنفيذ تبادل التدريس في الصفوف الابتدائية وتشتمل التعلديلات على: استراتيجيات إضافية وبطاقات إرشادية مع صور وحوارات والعمل في مجموعات الذي يليه العمل كصف مع جميع الطلاب وعنصر تحريري مستقل من أجل مسؤولية الطالب الانفرادية. إن هدف هذه المقالة هو أن يقدم طريقة ليوفر فيها طلاب معلمي المدرسة الابتدائية بتعليم إستراتيجي استيعابي مبني على الأبحاث العلمية موجه إلى الأعمار المناسبة وواضح للجميع. 虽然阅读理解策略教学已有超过25年研究的支持，但它在许多教室或基础读本中似乎并不容易找到，学生因此而在分析和理解文本上出现困难。这种情况在小学低年级尤其如此。原本的交互教学法(Palincsar & Brown, 1984)是一项为美国第七级学生而设计的研究性阅读策略，让教师与学生通过小组教学方式，协调运用四个阅读理解策略：预测、解释说明、概括总结、学生提出问题。本文说明如何实施「小学年级交互教学法」(RTPG)。有所改动的地方包括：附加策略、附图文提示卡片、在小组教学中穿插一些全班教学，及附加为培养学生个人责任感的独立书写部份。本文旨在给小学教师介绍一种教学方法，以帮助他们给予学生提供一种研究性的、显式的、适合学生年龄的阅读理解策略教学。 En dépit de 25 ans de recherches en faveur d'un enseignement des stratégies de compréhension, il semble que l'on ne trouve pas réellement d'enseignement de ce type dans beaucoup de classes ou dans des manuels de base, d'où des élèves en difficulté pour analyser et comprendre les textes. Ceci est vrai particulièrement dans l'enseignement primaire. Conçu au départ avec des élèves de septième année, l'Enseignement réciproque (Palincsar & Brown, 1984) est une stratégie basée sur la recherche qui enseigne aux élèves à travailler en petits groupes pour coordonner l'emploi de quatre stratégies de compréhension : prédire, clarifier, résu...

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This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students’ strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control group). Treatment group participants developed more specific knowledge of strategies, were more likely to apply those strategies during reading, and demonstrated statistically significant growth in reading comprehension. Strong correlations appeared between students’ strategic knowledge and overall comprehension. Implications are addressed at length following the discussion of results.

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