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Higher- level thinking skills have recently become more essential due to common core. Previous studies suggest that the combination of collaborative dialogue and the strategies of Reciprocal Teaching increase metacognition and comprehension. However, research is unclear if the resulted metacognition and comprehension will also result in higher- level discussion as well. To further explore this, twenty- eight fifth grade students were taught the Reciprocal Teaching strategies, and placed in heterogeneous groups of four to discuss science and social studies texts. Their collaboration was recorded and scored to determine the amount of higher- level dialogue present. Findings suggest that Reciprocal Teaching can lead to growth in higher- level thinking. (Most significantly with social studies texts and GATE students.)
Reciprocal teaching is characterized as a dialogue taking place between the teacher and students (or student leader and members of the group) that results in students learning how to construct meaning when they are placed in must read situations (Carter & Fekete, 2001). It provides students with four discrete and specific reading strategies that are actively and consciously used as texts are processed (Palincsar & Brown, 1984). These reading strategies are clarifying, predicting, questioning, and summarizing. Reciprocal teaching has two forms. Rosenshine and Meister (1994) referred to these forms as reciprocal teaching only (RTO) and explicit teaching of strategies before reciprocal teaching (ET-RT). Fung, Wilkinson, and Moore (2003) claimed that "few students are able to handle the linguistic burden when the reciprocal teaching dialogue is conducted without explicit teaching of strategies" (p. 3). The present study was conducted to determine the difference between reciprocal teaching only and explicit teaching of strategies before reciprocal teaching on reading comprehension of Iranian female EFL learners. The result of statistical analysis revealed that reciprocal teaching can improve reading comprehension of EFL learners. The result of the tests also indicated that explicit teaching of strategies before reciprocal teaching (ET-RT) turned out to cause more gains in reading comprehension of EFL learners at the intermediate level.
This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students' attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students' perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.
Abstract This study was aimed at discovering the benefits of the Reciprocal Teaching Method in the reading classroom and to find out the achievements of students after four comprehension training sessions of using the Reciprocal Teaching Method (RTM) were given, and to find out the perceptions of the students involved concerning the use of the RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, the predictor, the clarifier, the questioner, and the summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after the RTM sessions. Their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, other teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading. Key Words: Reading Comprehension, Students’ Performance, Reciprocal Teaching Method
Our goal in writing this chapter for the second edition of the Handbook of Educational Psychology was to document, interpret, and critique the research on teaching and learning in reading published between January1996 and February 2004 in refereed journals.
The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants. The data was recorded in audiotape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students.
The article aims to investigate the efficacy of Reciprocal Teaching Method (RTM) on reading comprehension to EFL students. The subject of the study was two classes from the second grade students of Ilmu Agama Islam (IAI) in Probolinggo. There were 44 students emerging from XI IAI 1 and XI IAI 2 which consisted of 22 each. Nonrandomized sampling was chosen to select the group. To decide the groups into control and experimental, coin was used. The XI IAI 1 class then became the experimental group (taught using reciprocal teaching method), meanwhile the XI IAI 2 was the control group (taught using conventional as it is). Both classes acquired mixed levels of reading achievement. It means that both classes were at the same level of reading comprehension. After the treatment, it revealed that those who were taught using RTM gained better result than those were taught using the conventional one. BACKGROUND Reading is viewed from various ways. In the classroom, reading is considered as the most important activity, not only as a source of information and pleasurable activity, but also as a means of extending one's knowledge of language (Yunus & Parlindungan, 2012). In addition, Anderson (2000) claimed that reading is the activity or process to understand and construct meaning which involves the interaction between text and the reader. Reading, in Indonesian context, is classified into two types: initial reading and reading comprehension (Cahyono & Widiati, 2006, p.36). Further Cahyono and Widiati (2006) explained that initial reading is an effort made by those who have not been able to read to learn reading (e.g., how to read the alphabets and combination of letters or simple words), whereas reading comprehension is an activity aimed to understand the messages of a particular text (Williams, 1998 as cited by Cahyono & Widiati, 2006, p.37). Therefore, the teaching of reading as a foreign language (EFL reading) in Indonesia can be generally included in the teaching of reading comprehension (Cahyono
The purpose of the present research is investigating the effects of reciprocal teaching in comprehending expository texts. The research was designed with mixed method. The quantitative dimension of the present research was designed in accordance with pre-test-post-test control group experiment model. The quantitative dimension of the present research was designed in accordance with descriptive case study. The work group of the present research consists of 54 students of a primary school in the Konya province in 2014-2015. Reading Comprehension Evaluation Scale was developed by the researcher and implemented as pre-test and post-test on the work-group. Teacher / students interview forms were used for collecting qualitative data. At the end of 11-week teaching process, expository text comprehension skills of experiment group students, on who reciprocal teaching strategy was implemented, developed more than control group students, on who teaching process projected in the curriculum was implemented, at a statistically significant level.