Training to teach strategies in classrooms

Success of teaching multiple strategies led to the study of the effectiveness of preparing teachers to teach comprehension strategies in natural, classroom settings. Two approaches are noteworthy, namely Gerald G. Duffy, Laura. R. Roehler’s and colleagues 1987 direct explanation model and Rachel Brown, Michael Pressley, and colleagues’ 1996 transactional instruction approach. Direct explanation emphasizes teacher-directed problem solving, whereas transactional instruction, similar to reciprocal teaching, employs teacher-directed actions with interactive exchanges with students in classrooms. Both direct and transactional approaches to training teachers have produced positive results.