Reciprocal Teaching in a Regular Primary School Classroom

  • Kelly M
  • Moore D
  • Tuck B
  • 1

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Abstract

The utilization of reciprocal teaching techniques in a regular primary school classroom was investigated with focus on the effects of specific, overt instruction in summarizing, self-questioning, clarifying, & predicting on the comprehension of poorly comprehending students. Ss (N = 18 from 2 composite fourth- & fifth-grade classes, 12 in an experimental group based on poor reading performance, & 6 as normal comparison students) participated in 20 days of instruction utilizing reciprocal instructional techniques. Results demonstrated significant improvement in comprehension scores. It is concluded that reciprocal teaching programs are effective as an instructional procedure for poorly comprehending students. 4 Tables, 1 Figure, 29 References. Adapted from the source document

Author-supplied keywords

  • *Elementary School Students (21520)
  • *Reading Comprehension (70750)
  • *Reading Deficiencies (70900)
  • *Teaching Methods (88150)
  • 4117: applied linguistics; reading instruction and
  • 4th/5th graders
  • article
  • empirical data
  • reading comprehension
  • reciprocal teaching techniques

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Authors

  • Marie Kelly

  • Dennis W Moore

  • Bryan F Tuck

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