ERIC Number: ED350572
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Effects of Reciprocal Teaching on Comprehension.
Frances, Shannon M.; Eckart, Joyce A.
An action research project investigated the effect of reciprocal teaching instruction and use on the comprehension of seventh-grade general English students. Reciprocal teaching is a form of dialogue structured around four skills--question generation, summarization, clarification, and prediction. These techniques are used in small group discussions to help students become more effective readers. The 20 students in the experimental group improved their comprehension scores on the Gates MacGinitie Reading Test after reciprocal teaching intervention. The 20 students in the control group received no reciprocal teaching instruction, but did complete the same tests and activities that the experimental group completed. The results of this action research project indicate that reciprocal teaching improves comprehension. (Three tables of data and a figure presenting experimental and control group examples of summarization are included; 22 references, 20 daily passages and activity sheets, the holistic scoring guide, and a sample reciprocal teaching dialogue are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/40053
IES Cited: ED544469