Reciprocal Teaching in a Regular Primary School Classroom

Kelly, Marie; Moore, Dennis W.; Tuck, Bryan

doi:10.1080/00220671.1994.9944834

Cited by 46 publications

(32 citation statements)

References 15 publications

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“…Among them, reciprocal teaching-which involves the reciprocal interaction of experts and novices in explicit, overt demonstrations of strategy use-has documented significant benefits for first language (L 1 ) students. Since the original work of Palincsar and Brown (1984), the reciprocal teaching procedure has been found highly successful in helping L1 poor readers improve their level of reading comprehension (Bruce & Chan 1991, Gilroy & Moore, 1988, Hodge 1993, Kelly, Moore, & Tuck 1994, King & Parent Johnson1999, Lederer, 2000, Lysynchuk 1989, Marks et al 1993). The results of previous studies seem to be promising and encouraging for L 1 readers.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

Soonthornmanee¹

2002

RELC Journal

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The purpose of the study was to investigate whether metacognitive awareness and comprehension monitoring, as employed by reciprocal teaching involving summarization, question-generation, clarification, and prediction, helps EFL readers to comprehend texts and whether this method could be applied to both skilled and less-skilled learners. A group of 42 students was taught using the reciprocal teaching approach (RT) while the other group of 42 students were given a skilloriented instruction (ST). Findings indicate that reciprocal teaching has a significant positive effect on EFL learners' reading. In addition, while both skilled and less-skilled learners in the RT group benefited from the reciprocal teaching method, the skill-based teaching method helped the less-skilled learners, not the skilled learners, improve their reading comprehension The RT students also reported their preference on the reciprocal teaching method.

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Section: Conclusion and Discussionmentioning

confidence: 98%

The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

Soonthornmanee¹

2002

RELC Journal

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“…La razón más plausible es que los textos naturales empleados presentaban pocas dificultades léxicas o ambigüedades sintácticas, con lo cual la clarificación de términos que no se entendían, así como de cualquier otra dificultad de comprensión fue una habilidad poco practicada. Así, nuestros resultados respaldan la eficacia de la ER aplicada por profesores en el aula ordinaria, coincidiendo con otros estudios previos (Alfassi, 1998(Alfassi, , 2004 sar, 1989;Hart y Speece, 1998;Hacker y Tenent, 2002;Kelly, Moore y Tuck, 1994;Mason, 2004;Rosenshine y Meister, 1994;Santiago, 2005;Soriano, Vidal-Abarca y Miranda, 1996;Soriano, Chebaani, Soriano y Descals, 2011).…”

Section: Conclusionesunclassified

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

Ferrer

Sánchez-López

Ayala³

et al. 2013

analesps

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Resumen: El objetivo de este estudio es comparar el efecto que dos formatos de agrupamiento de los estudiantes tiene sobre la comprensión lectora. La instrucción en comprensión lectora empleó la Enseñanza Recípro-ca (ER) que es un procedimiento que enseña a los estudiantes estrategias cognitivas para incrementar la comprensión lectora. Participaron 43 alumnos de 4º de E.P.: 18 fueron instruidos mediante ER en el aula ordinaria (GG); 8 mediante ER en pequeño grupo (PG) y 17 recibieron la enseñanza tradicional. Se emplearon dos tipos de medidas: medidas de efectos especí-ficos (idea principal y supervisión y regulación) y medidas de generalización (test estandarizado, significado implícito y recuerdo). Los resultados demuestran que los dos grupos instruidos mediante ER fueron superiores en las medidas de efectos específicos y en las de generalización al grupo de comparación. Además, el grupo instruido en pequeño grupo (PG) fue superior al GG y GC en la mayoría de las medidas de efectos específicos y de generalización. Palabras clave: Enseñanza recíproca; comprensión lectora; modalidad de agrupamiento; instrucción.Title: Instruction of Reading Comprehension Strategies through Reciprocal Teaching: Effects of Grouping Formats. Abstract: The aim of this study was to compare the effects of two grouping formats on the reading comprehension. Reading comprehension Instruction used reciprocal teaching (RT) that is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. A sample of 43 students in the fourth year of primary education was selected: 18 children were instructed in regular classroom (GG), 8 were instructed in small group (PG), while the remaining 17 made up the comparison group (GC). Two types of comprehension measures were used: tasks of specific effects (getting the main idea, comprehensionmonitoring test) and transfer effect measures (standardized test, word meaning inference, and free recall). Thus, the results show that both RT conditions benefited from the instruction, performing better than the comparison group in measures of specific effects and in the transfer effect measures. Furthermore, students from small group (PG) outperformed students in GG and GC on specific effects and in the transfer effect measures. Key words: Reciprocal teaching; reading comprehension; grouping formats; instruction. IntroducciónEl logro de una buena comprensión lectora es, y ha sido, una de las principales metas de la enseñanza primaria, debido a que sobre la comprensión lectora se asienta una gran parte de los aprendizajes de la enseñanza secundaria (Alvermann y Earle, 2003;Johnston, Barnes y Desrochers, 2008; Madariaga y Martínez, 2010;Spörer, Brunstein y Kieschke, 2009; Vaughn y Klingner, 2004). Además, diferentes estudios observacionales han mostrado que los profesores no suelen emplear procedimientos de instrucción de la comprensión lectora (Durkin, 1978-79;Ness, 2008;Solé, 1987;Solé y Teberosky, 2002).Por ello, no resulta extraño que durante los últimos años...

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“…In the last 15 years, many intervention studies have investigated the effects of strategy training programmes (Aarnoutse, 1982;Palincsar & Brown, 1984;Paris et al, 1984;Pressley et al, 1989;Lysynchuk et al, 1990;Pearson & Fielding, 1991;Roehler & Duffy, 1991;Walraven et al, 1993;Kelly et al, 1994;O'Sullivan & Pressley, 1994).…”

Section: Instruction In Text Comprehensionmentioning

confidence: 98%

Improving Reading Comprehension Strategies through Listening

Aarnoutse

Brand‐Gruwel

Oduber

1997

Educational Studies

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The goal of this study was to determine whether it is possible to teach children with serious decoding problems four text comprehension strategies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questioning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant programme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading comprehension tests was not found. The poor listeners within the experimental group did not perform better than the normal listeners.

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Reciprocal Teaching in a Regular Primary School Classroom

Cited by 46 publications

References 15 publications

The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

The Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl Students

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

Improving Reading Comprehension Strategies through Listening

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