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Peer reviewed Peer reviewed
ERIC Number: EJ409158
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders.
Lysynchuk, Linda M.; And Others
Elementary School Journal, v90 n5 p469-84 May 1990
Students in fourth and seventh grade who were poor comprehenders were taught prediction, clarification, question generation, and summarization using scaffolding instruction. Performance on a standardized comprehension test improved for the students who received the instruction. (PCB)
Descriptors: Elementary Education, Elementary School Students, Pretests Posttests, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Strategies, Scaffolding (Teaching Technique)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations