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Balanced Comprehension Instruction: Transactional Strategies Instruction (TSI; Pressley, et al., 1992)
By Rachel Brown, Pamela Beard El-Dinary, and Michael Pressley
I. Strategies Teaching in Balanced Comprehension Instruction
    Skilled readers use strategies flexibly when they attempt to navigate their way to through difficult texts (Pressley & Afflerbach, 1995). When students are taught to use comprehension strategies, their comprehension improves (see, for example, Bereiter& Bird, 1985; Collins, 1991; Duffy et al., 1987; Palincsar & Brown, 1984). These instructional successes aimed at stimulating the constructively responsive use of comprehension strategies observed in excellent readers motivated some educators to adopt comprehension strategies instruction and adapt it to their settings (see also Pressley, Brown, El-Dinary & Afflerbach, in press).

II. A Description of Transactional Strategies Instruction
A. A coordinated set of powerful strategies
    The comprehension strategies include the following: (1) predicting, (2) verifying, (3) visualizing, (4) summarizing, (5) making connections, and (6) monitoring.
B. Explicit instruction in transactional strategies instruction
    Model for Explicit Instruction based on Bergman, J. L. (1992) SAIL—A way to success and independence for low-achieving readers. The Reading Teacher, 45(8), 598-602. And Pearson, P. D. & Gallagher, M. C. (1983).
    The teacher provides a rationale for learning about strategies, defines and explains strategies at points where they are appropriate to the text, and models use of the strategies while he or she verbalizes thinking for students. i.e., thinking aloud. 
     In the middle section of the figure, the teacher coaches students by providing reminders and hints about strategies they can use.
    In the bottom of the figure, as students practice using strategies, the teacher continues monitoring student progress, re-explaining strategies as necessary until students use the repertoire of strategies independently.
  1. Explicit explanation
     In the initial phase of instruction, the teacher extensively explained the strategies. Readers may go off on a tangent, talking about their experiences and forgetting their primary goal—to use their background knowledge to facilitate comprehension of the text they are reading.
  2. Modeling
    Also during the first phase of explicit instruction, the teacher modeled his/her own uses of strategies to interpret text, e.g., picture or visualize content. 
  3. Scaffolding
    The teacher provides support or scaffolds the instruction, gradually ceding responsibility to students as they become more proficient (Wood, Bruner, & Ross, 1976). 
    The role of the teacher: to coach Ss by providing reminders and hints about strategies they can use; to provide frequent feedback through responsive elaboration (Duffy & Roehler, 1987), in which the teacher rephrases what the student said or did, elaborating on the thought process and strategies the student demonstrated.
    The role of the Ss: to practice the strategies, trying the kinds of thinking processes the teacher has modeled. They might use think-aloud to make a prediction, or make a summary.
  4. Self-regulated use of strategies
    The Ss are asked to evaluate the effectiveness of their strategies use. The teacher also encourages Ss to use the strategies they have learned in new contexts, and to have Ss reflect on their own strategies use and to observe how strategies enhance their reading performance.
C. The integrated, on-line instruction of cognitive, affective, and aesthetic responding in a social setting
    Students who observe and practice on-line processing in reading groups learn to process and respond similarly on their own (Vygotsky, 1978).
    Students used predictions based on their prior knowledge to advance ideas; other students supported or refuted their comments. Students built on each others’ observations, constructing meaning collaboratively.
D. Transactional strategies instruction in whole language classrooms
    The lesson emerges in direct response to students' reactions and needs. Instructional activities during group reading are largely codetermined.

III. Conclusion
    Transactional strategies instruction (TSI) provides a socially supportive environment that fosters strategies and interpretive transactions with texts and with other readers. Such an environment encourages students to make choices about how to process text, such as using strategies to support reflective responding. TSI is the totality of the package—the emphasis on strategic knowledge and use, the explicit instruction of how to use strategies to respond to the text in multiple ways, and the on-line integrated instruction and construction of meaning that occurs in a socially supported context.