Reciprocal Teaching for the Primary Grades: “We Can Do It, Too!”

Pilonieta, Paola; Medina, Adriana L.

doi:10.1598/rt.63.2.3

Cited by 31 publications

(22 citation statements)

References 25 publications

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“…In their previous studies in the United States, Pilonieta and Medina [28] state that learning by using reciprocal teaching method is very useful for students in understanding the teaching materials. Similarly, the study of Yang [29] shows that the reciprocal teaching method can improve students' reading ability that encourages students to interact intensively with others.…”

Section: Reciprocal Teachingmentioning

confidence: 99%

Improving Learning Outcomes and Student Teamwork Through Reciprocal Teaching Lessons in 5th Grade of Primary School

Irawan¹,

Senen²,

Sartono³

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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Appropriate learning methods will foster student activeness in cooperation with each other and also will improve student learning outcomes. However, in reality, students tend to be selfish, unable to socialize and have low learning outcomes. The purpose of this study is to improve the teamwork and learning outcomes of students through learning reciprocal teaching on the seventh theme and the first subtheme in 5th Grade of Al Farghani Muhammadiyah Sapen Primary School in the academic year of 2016/2017. This research is a classroom action research. The subject of this study is students of 5th Grade of Al Farghani Muhammadiyah Sapen Primary School in Yogyakarta. Data collection techniques used in this study are observation, written test, and questionnaire. The data collection instruments used in this study is observation guidance, written test grid and questionnaire. The result of study shows that student's cooperation increased from 91,5% in cycle 1 to 100% in cycle 2. The result of student learning that got value above KKM increased to 88,2% for Indonesian language and 85,3% for Social.

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Section: Reciprocal Teachingmentioning

confidence: 99%

Improving Learning Outcomes and Student Teamwork Through Reciprocal Teaching Lessons in 5th Grade of Primary School

Irawan¹,

Senen²,

Sartono³

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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“…Poměrně nedávná studie popisuje aplikaci RT ve výuce žáků prvního stupně (Pilonieta & Medina, 2009). Autorky původní program obohatily o některé prvky, jako např.…”

Section: Učíme Se Navzájem (Reciprocal Teaching)unclassified

Výuka čtenářských strategií v zahraničí – teorie, trendy, programy a metody

Whitcroft¹

2018

Orbis Scholae

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Abstrakt: Tato teoretická studie se zabývá výukou čtenářských strategií neboli záměrných a cílených postupů, které pomáhají čtenářům porozumět různým typům textů. Cílem textu je analýza teorií a výzkumů, na nichž staví výuka čtenářských strategií ve školním prostředí, a porovnání zahraničních programů, které začleňují čtenářské strategie do výuky ve školách. V první části budou přiblíženy principy modelu postupného předávání odpovědnosti (gradual release of responsibility), poskytování opory (scaffolding) během výuky a trendy ve vývoji v přístupu k výuce čtenářských strategií. V druhé části je podrobněji pojednáno o úspěšných zahraničních programech, které integrují výuku čtenářských strategií: CORI a Učíme se navzájem. Analýza těchto programů ukazuje na uplatňování modelu postupného předávání odpovědnosti ve výuce čtenářských strategií. Zároveň je poukázáno na trend ve výuce čtenářských strategií, který staví na vytváření významu textu během diskusí spojených s prací na autentickém úkolu.Klíčová slova: CORI, čtenářské strategie, modelování, opora, postupné předávání odpovědnosti, Učíme se navzájem Reading Strategy Instruction − International Theories, Trends, Programmes and MethodsAbstract: This theoretical study deals with the instruction of reading strategies, which are defined as deliberate and targeted procedures that enhance readers' ability to comprehend various type of text. The study aims to analyse theories and research studies that reading strategy instruction in schools builds on. In the first part, the gradual release of responsibility is described together with the principle of instructional scaffolding and trends in the development of reading strategy instruction. The second part focuses on the detailed analysis of successful international programmes that integrate reading strategy instruction: CORI and Reciprocal Teaching. Their analyses reveals that they use the gradual release of responsibility model in reading strategies instruction. The study also points to the trend of creating meaning of text during rich discussions connected with the work on an authentic task

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“…Enquanto os textos narrativos são muito presentes no cotidiano das crianças desde muito cedo e requerem para a sua compreesão a utilização de habilidades básicas de reconhecimento de palavras, os expositivos são frequentes no contexto acadêmico, uma vez que apresentam uma linguagem formal e exigem um maior uso de habilidades superiores, como inferência, planejamento e organização, além de entendimento sobre conceitos (Eason, Goldberg, Young, Geist, & Cutting, 2012;Leslie & Caldwell, 2001;Pilonieta & Medina, 2009). Para Williams, Hall, e Lauer (2004), o conhecimento sobre a organização e a estruturação de um texto é importante porque ele auxilia o leitor a organizar seu conteúdo e a construir o signifi cado da informação transmitida.…”

Section: Prolec-t -Prova De Compreensão De Texto: Análise De Suas Carunclassified

PROLEC-T - prova de compreensão de texto: análise de suas características psicométricas

Pinheiro¹,

Vilhena²,

Santos³

2017

Temas Psicol.

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ResumoA Prova de Compreensão de Texto da Bateria PROLEC (PROLEC-T), amplamente utilizada no Brasil, apresenta amostra limitada e apenas análises descritivas dos escores. Objetivos: conhecer a estrutura interna (adequação dos itens via Teoria de Resposta ao Item) e os índices de validade externa (concorrente) da referida prova. Método: estudo das respostas de 457 alunos (49,7% meninos) do 2º ao 5º ano, aleatoriamente selecionados em 77 salas de aula de oito escolas estaduais, ao PROLEC-T e a três testes de leitura. Resultados: a prova apresenta baixo nível de difi culdade e pouca variabilidade de escores, evidenciando validade interna não satisfatória. Mostra também limitações em relação à validade concorrente, uma vez que as correlações entre os seus escores e o ano escolar, a idade da criança e as notas fi nais na disciplina Língua Portuguesa foram fracas, embora tenham sido medianas com as medidas de leitura. Conclusão: Em sua forma atual, o PROLEC-T parece ser adequada apenas para uma avaliação informal de crianças com difi culdade de leitura. No entanto, caso seja reformulada, sugere-se a substituição de seus textos por histórias inéditas, em ordem crescente de difi culdade, com apenas perguntas inferenciais.Palavras-chave: Avaliação de leitura, compreensão de textos, validade instrumentos, teoria de resposta ao item. PROLEC-T -Text Comprehension Test: Psychometric Properties Analysis AbstractThe Text Comprehension task (PROLEC-T) of the PROLEC Battery of Evaluation of Reading Processes, widely used in Brazil, has a limited sample and only descriptive analyses. Purpose: verify the internal structure (via the Item Response Theory) and external (concurrent) validity indices of the test. Methods: study of 457 student's responses (49.7% boys), from 2 nd to 5 th year randomly selected in 77 classrooms in eight state schools, to the PROLEC-T and three reading tests. Results: PROLEC-T has a low level of diffi culty and low variability of scores, indicating unsatisfactory internal validity. It also shows limitations on the concurrent validity, since the correlations were weak between its scores and the 1

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Reciprocal Teaching for the Primary Grades: “We Can Do It, Too!”

Cited by 31 publications

References 25 publications

Improving Learning Outcomes and Student Teamwork Through Reciprocal Teaching Lessons in 5th Grade of Primary School

Improving Learning Outcomes and Student Teamwork Through Reciprocal Teaching Lessons in 5th Grade of Primary School

Výuka čtenářských strategií v zahraničí – teorie, trendy, programy a metody

PROLEC-T - prova de compreensão de texto: análise de suas características psicométricas

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