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Reciprocal teaching of comprehension-fostering and monitoring activities
Abstract
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of summarizing, questioning, and clarifying, and improvement in standardized comprehension scores. Many of these results were replicated in Study 2. In contrast to Study 1, which was conducted by an experimenter, Study 2 examined group interventions conducted by volunteer teachers with their existing reading groups.
... Discussion values engaging different perspectives or points of view, sharing reactions to and reflections on the text, and learning from peers through both formalized discussion protocols and informal discussions. Practices like book clubs (Raphael & McMahon, 1994), literature circles (Daniels, 2004), Questioning the Author (Beck & McKeown, 2006), and reciprocal teaching (Palincsar & Brown, 1984) represent just a few applications of discussion-centered pedagogy (see Table 1.1). ...
... Reciprocal teaching (Palincsar & Brown, 1984) Reciprocal teaching helps students work together to read and comprehend texts. Students take turns reading and directing the group's progress through the text while each member of the group assumes responsibility for a different strategy-summarizing, making predictions, clarifying, and asking questions. ...
... The current model for helping struggling readers develop inference skills is to sign the student up for remedial reading classes. Because these classes are time-consuming, expensive, and can reduce motivation, this project aims to develop an online workspace where tutors and students use RT (Palinscar & Brown, 1984) to improve reading skills. In this field, there have already been many studies to validate the effectiveness of RT in classrooms and online spaces (Huang & Yang, 2015;Tseng & Yeh, 2018, Yang, 2010. ...
... My reflections also unearthed some problems with managing the technology with the initial implementation of the intervention that required improvement. One of the problems was how I would model the comments I expected students to write in the online annotation tool used for reading and practicing the four skills of RT (Palinscar & Brown, 1984). Students would struggle writing comments as they had no examples to refer to. ...
Reading comprehension is a skill that is crucial in everyday life, as it allows people to read critically and understand the various texts they encounter. Reading comprehension is not a skill that is actively taught or improved upon in most Western countries, despite its relative importance to everyday life. As a result, university readers struggle with comprehension skills, which can impact their employment prospects. The present study explores the initial implementation of a potential solution to this issue. This study will focus on Phase 1 of a larger project and will implement a qualitative methodology of reflexive journaling to reflect on the initial curriculum design, pedagogical practice, and technological challenges and evaluate the construction and implementation of an online learning platform designed to assist students in improving reading comprehension.
... According to Palinscar and Brown (1984), summarization involves the activation of relevant background knowledge, which might help students to connect their previous knowledge to the new material being learned (Carter & Dean, 2006). As the relationship between odd and even numbers is not clarified, the confusion with alternative meanings may not be resolved by the students when reading the text. ...
The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathematical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited.
... Early intervention work in this area supported this suggestion by showing that instructing students to identify and summarize the main ideas of single texts could improve text comprehension (e.g., A. L. Brown & Day, 1983;Rinehart et al., 1986;Taylor & Beach, 1984). Several successful multi-strategy interventions, such as reciprocal teaching (Palincsar & Brown, 1984), transactional strategies instruction (R. Brown et al., 1996), and conceptoriented reading instruction (Guthrie et al., 2004), also incorporated main idea summarization into their programs. More recently, McNamara and Allen (2018) noted that written summarization of the text content, in particular, may strengthen readers' mental representation of the content and thus improve their recall as well as their conceptual understanding of the text. ...
... This was followed by a presentation in which the students presented their product design process to other groups, and, after the presentation, the students evaluated their work in groups using the four study activities, defined by Palincsar and Brown (1984), further developed by Castek and the New Literacies Research Team (n. d., p. 6) in the context of the Internet Reciprocal Teaching Dialogue Rubric. ...
The technology and engineering curriculum emphasizes the importance of developing students' abilities to find and design new solutions, be creative, and make decisions while building structures. In this exploratory experiment, this research aimed to deepen the design and planning of engineering and technology problems online and encourage creativity among students in their free time. The intervention was curriculum based and involved sixteen groups of 4-5 students. The project task was struc-tured in two steps, with the first step in a classical format, while the second step was to be completed in an online learning environment using the reciprocal teaching method. Qualitative and quantitative research methods were used to collect data, including a comparison of project assignments produced in steps 1 and 2, an unstructured interview with the teacher and students, and a rating scale for students. Results showed that students improved their products by reading and researching online. The use of online resources was particularly relevant in the problem design and planning phase, where students were able to fill gaps in their knowledge and improve their products.
The objectives of the study were to (1) determine students' achievement in reading comprehension as taught by reciprocal teaching (RT) and collaborative strategies reading (CSR); (2) determine students' achievement in having dependent and independent cognitive styles; and (3) determine how learning strategies and cognitive style affect one another. The research population comprised 154 students from five classrooms in SMP Negeri 1 Angkola Timur's VIII class. Sixty-one students were sampled using cluster random sampling; of these, thirty students from class VIII-2 were taught the reciprocal teaching-learning strategy, and thirty students from class VIII-1 were taught the collaborative strategic reading (CSR) learning technique. The test was used as a means of gathering data. The findings indicated that: (1) students taught the Collaborative Strategic Reading (CSR) learning strategy X ̅ = 16.53 had higher achievement than students taught the Reciprocal Teaching learning strategy X ̅ = 15.43; (2) students with field-independent cognitive style X ̅ = 16.09 had achievement than students with field-dependent cognitive style X ̅ ̅ = 15.80 with Fcount = 7.79 > Ftable = 1.00; and (3) there is an interaction between learning strategies and cognitive styles on reading comprehension achievement.
Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.
Unlike other technologies that augment human physical skills and abilities, artificial intelligence (AI) technologies interact with human thinking skills nurtured through various educational processes. Hence, advances in these technologies challenge the education sector to reimagine the suitable intellectual formation of students in the AI age. It is observed that as soon as AI tools acquire certain cognitive skills, humans tend to delegate those skills to such tools, risking redundancy in their personal and professional lives. Therefore, anticipating an ever-increasing involvement of AI tools in various cognitive processes, educational systems must equip students with both AI-collaborative and AI-complementary thinking skills, making them resilient to the advancements of AI technologies. Furthermore, it demands that educators continually redefine the spectrum of thinking skills required for and imparted to students in the AI age. This article aims to develop a comprehensive taxonomy of educational objectives for AI-natives by reimagining thinking skills relevant in the AI age. It is intended to help educational policymakers worldwide reimagine the appropriate set of thinking skills relevant for students in the AI age. Additionally, the article provides important insights to restructure contemporary educational practices to meet the requirements of the holistic formation of the AI-natives.
Bu araştırmanın genel amacı; karşılıklı öğretim tekniğinin hafif derecede zihinsel yetersizliği olan öğrencilerin 6. sınıf Sosyal Bilgiler dersinde okuduğu metinleri anlama becerilerinin üzerindeki etkisini incelemektir. Araştırmada tek-denekli araştırma modellerinden denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın denekleri, hafif düzeyde zihinsel yetersizliği tanısı olan üç altıncı sınıf öğrencisinden oluşmuştur. Araştırma boyunca kamera, okuma metinleri ve soruları, sesli okuma testi ve sosyal geçerlik ölçek formu gibi veri toplama araçları kullanılmıştır. Elde edilen veriler; görsel/grafiksel ve betimsel analiz ile değerlendirilmiştir. Araştırmanın bulgularına göre, karşılıklı öğretim tekniğinin hafif düzeyde zihinsel yetersizliği olan öğrencilerin okuduğunu anlama becerilerinde yüksek etki büyüklüğü ile kalıcı ve etkili olduğu sonucuna ulaşılmıştır. Okuduğunu anlama becerisi artan öğrencilerin doğal olarak akademik düzeyde başarısı artacağı için, diğer zihinsel yetersizlik tanısı olan öğrencilerle karşılıklı öğretim tekniği uygulanabilir.
Although one may disagree with Shapiro and Ravenette’s evaluation of the various tests cited, their quote does sensitize us to the need to develop more explicit ways of assessing our client’s affects, cognitions, and volitions. The present chapter conveys some preliminary attempts at developing this assessment armamentarium, which follow from a cognitive-behavioral treatment approach. Specifically, the present chapter has two purposes. The first is to examine various assessment strategies that have been employed to study psychological deficits. This analysis indicates some shortcomings and an alternative, namely a cognitive-functional analysis approach. The second purpose of the chapter is to describe specific techniques that can be employed to assess more directly the client’s cognitions. Let’s begin with an examination of the current assessment and research strategies.
