X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 43 / 233

661 views

0 shares

0 downloads

0 comments

43 / 233

29

as the teacher decreases support in order for the learners to develop independent reading

competence.

The Three Features of Reciprocal Teaching

The theory of reciprocal teaching presents three key features: scaffolding and

explicit instruction, four main strategies, and social interaction.

Scaffolding and explicit instruction.

The concept of scaffolding is grounded in Vygotsky’s social constructivist

learning. According to Vygotsky (1978), every mental function in a child’s development

first appears in collaboration with an adult or expert. This collaboration occurs in the zone

of proximal development, an area that stands between what children can do by themselves

and what they need assistance to do. With enough practice, children internalize this

collaborative form in their mental process and can work alone in new contexts. Graves &

Graves (2003), Pearson and Fielding (1991), Pressley (2002), and Rogoff (1990) have

defined scaffolding as an effective way to assist students in reaching their higher ability

by supporting their accomplishment of a task they could not complete by themselves.

Once this level of performance is reached, the teacher decreases his or her responsibility

whereas the students take more responsibility in their reading tasks until they become

fully independent readers (Malock, 2002). The teachers should provide enough support so

that the learners do not give up on the task, but at the same time they should not overly

scaffold in a way that the learners are not offered enough opportunities to work actively

by themselves.

Document info
Document views661
Page views676
Page last viewedMon Dec 05 07:51:08 UTC 2016
Pages233
Paragraphs5584
Words51378

Comments