ABSTRACT
Like Chapter 7, this chapter introduces nine model action research projects. The projects included here focus on strategic reading, discourse organisation and main-idea comprehension. Of particular interest are the following:
• action research projects that can be adapted by interested teachers
• steps that teachers can follow to implement classroom-based research
• easy-to-use data-collection instruments that can be adapted for many instructional settings
• sets of additional research questions that can guide meaningful action research
• numerous teaching ideas that can be applied directly to the reading classroom
In Chapter 7, we proposed a set of action research projects that centre around issues related to vocabulary, reading fluency and motivation. In this chapter, we propose additional action research projects that focus on three different, but equally important, aspects of reading and reading instruction, specifically strategic reading, discourse organisation and main-idea comprehension. Reflective teachers often ask themselves questions about these topics as they strive to help their students become better readers. At one time or another, many of us have posed questions like the following. What is the difference between teaching reading strategies and training students to become strategic readers? Which reading strategies are most useful for beginning readers? Which reading strategies, if any, are best
reserved for more advanced courses? To what extent do my students use their knowledge of text structure to make sense of what they are reading? How can I help my students with their reading comprehension? Questions like these are provocative, but they may be too broad to be useful for busy teachers who want to engage in action research. By narrowing down the focus of our questions, we can plan more manageable action research projects.
