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

Authors

Laura Slack Foley, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Literacy Research and Instruction

Volume

50

Issue

3

Publication Date

2011

First Page

195

Last Page

215

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.

Comments

Originally published by Taylor & Francis (Routledge). PrePrint is available for upload. Publishers version subscription options available here.

Recommended Citation

Foley, L.S. (2011). Exploring k-3 teachers’ implementation of comprehension strategy instruction (CSI) using expectancy-value theory. Literacy Research and Instruction, 50(3), 195-215.