In 2 studies we examined 7 teachers' acceptance of a strategies-based approach to reading instruction during their introductory year to the intervention. Interviews and observations revealed that the intervention was clearly acceptable to only 2 of the 7 teachers. Issues that influenced acceptability, including professional development support and teacher choice, are discussed. We also make recommendations for transactional strategies instruction.
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El‐Dinary et al. (1993) studied this question.
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