ERIC Number: ED338724
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Learning Dialogues To Promote Text Comprehension.
Palincsar, Annemarie Sullivan; Klenk, Laura J.
Reciprocal teaching is an instructional procedure designed to teach heterogeneous groups of learners, including the educationally disadvantaged, how to approach text in a thoughtful manner. In reciprocal teaching, teachers and students take turns leading discussions about shared text to achieve joint understanding through the application of the following four comprehension-fostering and comprehension-monitoring strategies: (1) question generating; (2) summarizing; (3) clarifying; and (4) predicting. Students are taught these strategies in a context that features dynamic interaction between students and teachers as well as among students. Teacher expertise is applied to diagnosis, instruction, modeling, and coaching at the same time that students are recruited to assume responsibility for their own learning from text. Transcripts of teachers' discussions with first-graders and seventh-graders are presented to illustrate reciprocal teaching. Reciprocal teaching is well-suited for use with children who have not yet mastered the decoding skills that a text may require. Suggestions are given concerning the preparation of both staff and students for participating in reciprocal discussions. Research shows that the following three factors are successful in providing sustained interest in reciprocal teaching: (1) instructional chaining and teacher-peer collaboration in inservice education; (2) alignment of instructional objectives with educational practices; and (3) an array of incentives. A 13-item list of references is included. The paper's discussant is Yolanda N. Padron in a training section entitled "The Use of Learning Dialogues in Teaching Reading Comprehension to At-Risk Students." (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Department of Education, Washington, DC.
Authoring Institution: Michigan Univ., Ann Arbor.
Identifiers: Heterogeneous Classrooms; Reciprocal Teaching; Text Processing (Reading)
Note: In: "Teaching Advanced Skills to Educationally Disadvantaged Students" (see UD 028 249).