This study examined the extent to which teaching procedures combined with transenvironmental programming would facilitate comprehension of text and promote transfer of learning by a group of upper primary poor readers.

A multiple-baseline single subject research design with replications across three different instructional conditions was used. The three conditions were: (1) reciprocal teaching in small groups in the resource room; (2) transfer of learning to the reading class in the home room; and (3) transfer of learning to the social studies class in the home room. Each condition involved baseline, experimental and maintenance phases.

Analysis of the data revealed that reciprocal teaching was effective in promoting students' comprehension of text. In general, transenvironmental programmings, during which students were instructed to employ the newly learned comprehension strategies in their reading and social studies classes, was also successful. However, it was found that successful transfer depended on a number of other factors including mastery of the strategies, cognitive ability of the subject, and cooperation of the regular class teacher.

The implications of these findings for classroom practices are discussed, along with the limitations of the study and suggestions for further research.