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ERIC Number: EJ1168884
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1046-6819
Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Srategy Use with Seventh Grade Students with Comprehension Difficulties
Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa
Learning Disabilities: A Multidisciplinary Journal, v22 n1 p21-33 2017
The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions, summarizing, clarifying, and predicting. Responses to a post-reading interview were coded to identify how well the students implemented the strategies, and this information was then used to provide performance feedback to the students. The use of the comprehension strategies and subsequent reading comprehension increased after receiving the feedback. Directions for practice and future research are included.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A