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    Ari Hestaliana
    Reciprocal Teaching is a reading comprehension strategy that involves modeling effective comprehension strategies such as questioning, summarizing, clarifying, and predicting. The teacher models these strategies through think-alouds and discussion to help students comprehend texts. It is intended for students in grades 4 and above who can decode words but struggle with comprehension. Research has found that Reciprocal Teaching improves reading comprehension and the effects can last a long time when used consistently.

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    Recip

    Uploaded by

    Ari Hestaliana
    11 views2 pages
    Reciprocal Teaching is a reading comprehension strategy that involves modeling effective comprehension strategies such as questioning, summarizing, clarifying, and predicting. The teacher models these strategies through think-alouds and discussion to help students comprehend texts. It is intended for students in grades 4 and above who can decode words but struggle with comprehension. Research has found that Reciprocal Teaching improves reading comprehension and the effects can last a long time when used consistently.

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    Reciprocal Teaching is a reading comprehension strategy that involves modeling effective comprehension strategies such as questioning, summarizing, clarifying, and predicting. The teacher models these strategies through think-alouds and discussion to help students comprehend texts. It is intended for students in grades 4 and above who can decode words but struggle with comprehension. Research has found that Reciprocal Teaching improves reading comprehension and the effects can last a long time when used consistently.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    11 views2 pages

    Recip

    Uploaded by

    Ari Hestaliana
    Reciprocal Teaching is a reading comprehension strategy that involves modeling effective comprehension strategies such as questioning, summarizing, clarifying, and predicting. The teacher models these strategies through think-alouds and discussion to help students comprehend texts. It is intended for students in grades 4 and above who can decode words but struggle with comprehension. Research has found that Reciprocal Teaching improves reading comprehension and the effects can last a long time when used consistently.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Reciprocal Teaching

    Category: Reading Comprehension


    Grade Level: Grade 4 to 12
    1. What is the purpose of Reciprocal
    Teaching?
    Reciprocal teaching was designed to improve
    reading comprehension through the modeling
    of effective strategies and self-questioning.

    child may have found difficult. It is


    important to model this strategy regularly.
    Finally the students are asked to make
    predictions, linking what they already
    know with newly acquired information.

    2. With whom can it be used?


    Reciprocal Teaching was designed for
    students in grade 4 and up who have basic
    decoding skills but who have difficulty
    comprehending what they read.

    Guidance, encouragement and open


    discussion are vital every step of the way.
    Each student needs to know that he or she is
    expected to participate at his or her own level.

    3. What teaching procedures should be


    used with Reciprocal Teaching?
    Through Reciprocal Teaching the reading
    process becomes an external, oral process,
    allowing the teacher to set up a teach-testteach situation. The teaching process
    involved is one of supporting and coaching
    (i.e., the teacher thinks aloud to model and
    support the student through the use of
    dialogue to explain cognitive processes). It
    uses a structured discussion including
    questioning, summarizing, clarifying and
    predicting as follows:
    A passage is read by a student who then
    formulates relevant questions and asks
    them of his or her classmates.
    After several questions have been asked
    and responded to, the questioner provides
    a summary, with the teacher's help if
    necessary. This would include modeling
    the development of topic sentences, and
    elaborating on the summary provided.
    For the children who are more reluctant to
    admit that they did not understand
    something, it may be helpful to ask them
    to point out what they think a younger

    4. In what types of settings should


    Reciprocal Teaching be used?
    Reciprocal Teaching can be used with a
    whole class of general education students, or
    individually or in small groups of students
    with reading disabilities.
    5. To what extent has research shown
    Reciprocal Teaching to be useful?
    The originators of this method conducted
    three separate studies and consistently found
    that reciprocal teaching can be a powerful and
    effective tool for teaching reading
    comprehension, with potentially long lasting
    positive results. This has been confirmed by
    studies done by independent investigators.
    References
    1. Moore, P. J. (1988). Reciprocal teaching
    and reading comprehension: A review.
    Journal of Research in Reading, 11, 3-14.
    2. Palinscar, A. (1986). Metacognitive
    strategy instruction. Exceptional
    Children, 53, 118 - 124.
    3. Palinscar, A. and Brown, A. (1984).
    Reciprocal teaching of comprehensionfostering and comprehension-monitoring

    activities. Cognition and Instruction, 1,


    117-175.
    4. Palinscar, A. and Brown, A. (1987).
    Enhancing instructional time through
    attention to metacognition. Journal of
    Learning Disabilities, 20, 66-75.
    5. Palinscar, A. and Brown, A. (1988).
    Teaching and practicing thinking skills to
    promote comprehension in the context of
    group problem solving. Remedial and
    Special Education, 9, 53-59.

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