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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 53 / 233

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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.

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