reciprocal teaching for comprehension was clearly more effective than traditional
classroom word identification and comprehension activities or than reciprocal teaching
for comprehension with traditional methods of word identification.
Diehl (2005) also studied the effect of reciprocal teaching on strategy acquisition
of 4th-grade struggling readers who could adequately decode words but poorly
comprehend a text. A pretest and a posttest were used to determine the effects of this
instruction. Additionally, sessions were taped, transcribed, and analyzed in search of
trends in the dialogues relative to strategy use. The results indicated that reciprocal
teaching had positive effects on strategy acquisition of these readers and led them to
improve their reading comprehension.
Todd and Tracey (2006) investigated how reciprocal teaching affected vocabulary
acquisition and reading comprehension in four at-risk students in a 4th-grade inclusion
classroom. A single subject research method was used. After determining a baseline, two
interventions were applied during a six-week period: reciprocal teaching and guided
reading. The key findings indicated that three of the four students increased both their
vocabulary acquisition and reading comprehension skills. However, no differences were
found when both interventions were used on one student. But all students gained benefits
from reciprocal teaching.
In brief, most studies on reciprocal teaching in first language (L1) context at the
primary school level revealed positive results. They showed that students who learned
through reciprocal teaching improved their vocabulary acquisition and the quality of their
discussion. Moreover, they used more questions at a higher critical level of thinking, and
achieved higher scores on the comprehension test.