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This article examines the strengths and weaknesses of quantitative versus qualitative research methods in reading. While, until recently, the field of reading accounted for relatively few qualitative studies, the authors present ideas and methods that point the way for efforts in this direction. They conclude that the situation is changing, and because of recent trends at the Center for the Study of Reading qualitative designs in reading research may finally compete actively with quantitative measures.

A study was conducted to examine the implementation of reciprocal teaching with fourth-and fifth-grade students as they read their social studies and science textbooks. A distinctive feature of the study was that reciprocal teaching procedures were used in a whole-class, rather than a small-group instructional setting. Three teachers and 67 students participated in the study. Observations revealed that as reciprocal teaching instruction proceeded, more responsibility for initiating and sustaining discussion was transferred from the teachers to the students. After 20 days most of the reciprocal teaching procedures were implemented flexibly and in an appropriate manner. A variety of assessment measures were administered at intervals throughout the study to evaluate the effects of the procedure on students' comprehension. (4 table of data and three figures are included; 14 references and appendixes contain scoring keys for strategy measures are attached.) OHUO