groups of students learn to improve their reading comprehension through scaffold
instruction of comprehension-monitoring strategies” (p. 669).
From the definitions above, it can be concluded that reciprocal teaching is a
scaffolded discussion method that is based on reading comprehension strategies,
scaffolding and modeling, and social interaction. This instruction allows a teacher to
model and give the students enough practice on those four main strategies to construct the
meaning of a text in a social setting. The students monitor their own thinking through the
reading process. Reciprocal teaching develops reading comprehension and promotes
readers to be better in reading and helps them reach the most important goal of reciprocal
teaching, becoming independent readers.
Reciprocal Teaching and Reading Comprehension
Palincsar and Brown (1984) explained that the purpose of reciprocal teaching is to
promote the readers’ ability to construct meaning from texts and facilitate the monitoring
of their path to comprehension. It is based on a sociocultural method through which
readers are modeled, explained, and guided in acquiring strategies within a social,
supportive environment. Moreover, the four main strategies of predicting, questioning,
clarifying, and summarizing promote and enhance reading comprehension (Dole et al.,
1991). Baker and Brown (1984) and Palincsar and Brown (1985) stated that those four
main strategies were based on the following criteria: 1) the successful readers employ
these strategies; 2) these strategies support both comprehension monitoring and
comprehension fostering; 3) each strategy is applied when there is a problem in reading a
text; 4) these strategies are regarded as metacognitive strategies.
For these reasons, the readers who are taught through reciprocal teaching are more
aware of their own thinking and reading process. Indeed, they build effective reading