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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.
... Originally, Palincsar and Brown utilized the term RTSs to refer to a procedure that starts step by step to scaffold students by the application of the four strategies (prediction, clarification, self-questioning and summarization) to improve their reading comprehension for those who might decode but encountered difficulties in comprehending texts and this method help students to obtain certain knowledge to be the independent learners. They believed that these strategies enhanced students' understanding because teachers and their students take turns leading a dialogue concerning sections of the text ( Palincsar & Brown, 1984) . Later, after some years and Palincsar and Brown attributed a very important definition for reciprocal teaching strategies. ...
... It can be concluded that teachers had positive attitudes towards teaching students' clarification strategy. In addition, nearly half of them applied the techniques of this strategy in their classes.The result of the third research question which is related to Self-questioning strategy which assists students to think critically about the text and to deepen their comprehension ( Palincsar & Brown, 1984) . Large numbers of EFL teachers did not respond positively towards teaching the techniques of questioning strategy. ...
The following study focuses on surveying teachers’ attitudes towards the four reciprocal teaching strategies (RTSs) which include; prediction, clarifying, questioning, and summarization in EFL high school classes by English Language teachers in Erbil city. Achieving this objective, the researcher needs to understand the difficulties that both teachers and students face in understanding the contents of reading texts. The present study attempts to evaluate high school teachers’ attitudes (negative or positive) towards the four RTS teaching strategies, and to detect the extent to which they apply such strategies in their teaching sessions. This is mandatory since reading comprehension is very essential skill for high school students who will move to the post-secondary (university) stage that needs more effort for learning the language and overcoming reading obstacles. A quantitative method has been used for the sake of achieving the aims of the study, thus a teachers questionnaire was distributed on One hundred EFL high school teachers were which represent the sample of the study .in addition , an observation checklist was used to observe twenty-five EFL teachers to find out the way they are using the four strategies of RTSs. The teachers were randomly selected in public high schools in Erbil Directorate of Education. The data of the current study were analyzed by using SPSS version (22). The findings of this current study for both tools reveal the real attitudes of secondary school teachers of English, and the extent to which they deal with the four reciprocal strategies while teaching reading. Finally, for helping teachers and students to be familiarized with the four reciprocal teaching strategies, a number of useful recommendations are suggested. Also, a number of suggestions for further studies are presented.
... Peer tutoring, which can be used in one-on-one learning and employed in special instruction, helps students to exchange ideas to practice thinking and repeating ideas together ( [4]; c.f., [37]). The terms peer tutoring and CWPT have been used interchangeably [38] and include three monitoring strategies: predicting, self-questioning, and summarizing the passage (c.f., [39][40][41][42]). Readers can benefit from working one-on-one or in small group settings, where they are able to monitor their own learning process [38,43]. ...
This brief chapter examines the metacognitive strategies that deaf and hard of hearing (DHH) students utilize to make sense of texts. After providing an overview of the definition and history of metacognition, this chapter reviews current studies on metacognitive strategies, which can be divided into three main categories: planning or before reading; monitoring or during reading; and evaluating or after reading strategies. This chapter emphasizes the importance of linguistic knowledge and vocabulary knowledge to reading comprehension. Because metacognitive strategies are vital to reading comprehension, teachers must assess students’ metacognitive strategies and use the results to design reading comprehension instruction. This chapter also discusses metacognitive assessments used to evaluate metacognitive strategies, including interviews, questionnaires, and think-aloud.
... Therefore, there were 28 items in total. This questionnaire's categories and items were referenced in the Reading Strategies Questionnaire developed by Inuzuka [15] based on his findings on the process of comprehension of expository texts [16][17][18]. Table 1 shows the mean, standard deviation, and number of missing items for each of the 28 items and four variables. The description of each item, categories assumed, and instructional text provided by the participants are in the Supporting information. ...
Learning strategies are an important component of self-regulated learning. Learners are expected to use multiple strategies appropriately. This study focused on metacognitive knowledge in the use of learning strategies and attempted to clarify the hierarchical nature of multiple knowledge. Furthermore, the study provided suggestions that could lead to further efficient acquisition of learning strategies. Responses were obtained from 184 Japanese university students regarding the degree of strategy use, knowledge regarding strategy, and perceived benefit and cost of 28 reading strategies. Results of the hierarchical Bayesian modeling showed that strategy use was influenced by knowledge regarding strategy and perceived benefit and cost. Furthermore, the effects of perceived benefit and cost were lower in the absence of knowledge regarding strategy. This implies that to use a learning strategy, the learner must first be aware of it and the degree to which it is used (apart from its theoretical usefulness) is determined by subjective benefit and cost. Therefore, in classroom situations, it is desirable to explicitly teach not only the course content but also strategies appropriate for learning the content. Dependence of the effects of perceived benefit and cost of strategy use on the presence or absence of knowledge regarding strategy suggests a hierarchy of metacognitive knowledge regarding usage of learning strategies.
Okuduğunu anlama, çocukların ilköğretim döneminde edindiği en önemli bilişsel yeteneklerden biridir. Bilgiye ulaşmak, bilgiyi anlamak, yorumlamak ve ihtiyaç duyulan alanda kullanabilmek için okuduğunu anlama becerisinin geliştirilmesi gerekmektedir. Sınıf öğretmenlerinin öğrencilerine okuma becerilerinin temel amacı olan okuduğunu anlama becerisi kazandırma sürecinde kullandıkları stratejilerin ayrıntılı olarak inceleneceği için bu çalışmada nitel araştırma tekniklerinden olgu bilim deseni kullanılmıştır. Araştırmanın evreni Aksaray ilidir. Araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi (Yıldırım ve Şimşek, 2018) ile belirlenen çalışma grubu ile çalışılmıştır. Araştırmanın çalışma grubunu 2022 - 2023 eğitim öğretim yılında bir devlet okulunda görev yapmakta olan ve görevi boyunca 1, 2, 3 ve 4. sınıf öğretmenliği yapmış 30 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen “Yarı yapılandırılmış görüşme formu” kullanılmıştır. Elde edilen veriler içerik analizi kullanılarak analiz edilmiştir. Araştırmada sınıf öğretmenlerinin okuma öncesinde en fazla kullandığı stratejinin amaç belirleme, en az kullandığı stratejinin ise güdüleme olduğu tespit edilmiştir. Sınıf öğretmenlerinin okuma sırasında en fazla kullandığı stratejinin sesli okuma, en az kullandığı stratejinin ise eş ve zıt anlamlı kelimeleri bulma olduğu görülmüştür. Sınıf öğretmenlerinin okuma sonrasında en fazla kullandığı stratejinin özetleme, en az kullandığı stratejinin ise görselleştirme olduğu bulunmuştur. Araştırma sonucundan hareketle; ilkokul öğrencilerinin metin türüne göre kullandıkları okuduğunu anlama stratejilerine yönelik çalışmalar yapılabilir.
This research is entitled "Effectiveness of the Reciprocal Teaching Model with the STAD Model in Learning Poetry for Class X SMA Negeri 11 Garut in the Academic Year 2022/2023". theoretical. This study aims to analyze differences in the effectiveness of learning by using the Student Team Achievement Division (STAD) and Reciprocal Teaching models in improving poetry learning in class X students of SMA Negeri 11 Garut. This study used a quasi-experimental method, namely by giving treatment to two different sample classes. The research population was students of class X MIPA SMA Negeri 11 Garut with a sample of class X MIPA 7 as the Student Team Achievement Division (STAD) class and class X MIPA 8 as the Reciprocal Teaching class. Data collection techniques in the form of tests carried out after being given treatment. The results showed that (1) an increase in students' poetry learning abilities using the Student Team Achievement Division (STAD) model obtained a high increase. (2) Increasing students' poetry learning ability using the Reciprocal Teaching model experienced a high increase. (3) Learning with the Reciprocal Teaching model is more effective than learning with the Student Team Achievement Division (STAD) model in improving students' poetry learning abilities. Based on the research findings above, the two learning models are appropriate for use by teachers as an alternative to improve poetry learning abilities.Keywords: Poetry Learning, STAD, Reciprocal Teaching.
Considering the critical role of readings strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners’ use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and thinkaloud protocols. The results are encouraging for the use of reciprocal teaching, one of the comprehensionenhancing approaches to teach reading, in the EFL contexts. Eye tracking results, hand in hand with the think-aloud protocols’ findings, revealed that the participants utilised global reading strategies more frequently to a statistically significant degree after the strategy instruction. Thus, it was concluded that strategy training was useful for the participants to improve their use of global reading strategies, and a recent technological tool can be purposefully integrated into the data collection procedure of educational research studies. Pedagogical implications on the strategy training for the employment of global reading strategies that would help students improve reading skills need to be given attention by teachers.
AZ OLVASÁSÉRTÉST/SZÖVEGÉRTÉST FEJLESZTŐ TECHNIKÁKRÓL, ILLETVE AZOK HATÉKONYSÁGÁRÓL
Jelen írásban közölt technikákat elsősorban az olvasásértés fejlesztésére használják, azonban mivel gyakran szoros kapcsolatban van az iskolai auditív szövegértés-fejlesztéssel, a hozzá kapcsolódó egyéb kommunikációs helyzetekkel is, ezért itt ez utóbbi fogalmat használom a szélesebb koncepcióba ágyazáshoz.
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.
