ERIC Number: EJ586927
Record Type: Journal
Publication Date: 1999
Reference Count: N/A
Reciprocal Reading and Main Idea Identification.
Spiak, Dawn S.
Teaching and Change, v6 n2 p212-19 Win 1999
Freshman science teachers implemented reciprocal reading as a literacy strategy for reading textbooks. A pretest/posttest study of its effect indicated that writers comprehended more than did nonwriters; paragraph-patterns intervention increased students' ability to identify main ideas; questioning skills influenced content comprehension; students' ability to identify main ideas influenced content reading comprehension; and reading comprehension influenced grades. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A