+ Renae Ellsworth University of West Florida RED6161 Reciprocal Teaching Predicting Questioning Clarifying Summarizing

+ Overview Reciprocal Teaching (RT) is a dialogue between the teacher and students who work together to comprehend text. It compiles four comprehension strategies. Predicting, Questioning, Clarifying and Summarizing RT can be used for all grade levels. Subjects such as Reading, Science and Social Studies can be used. Through teacher modeling and guided practices students can successfully use this strategy.

+ Prior to Reciprocal Teaching In 1982, Brown and Palincsar, developed a training program. This program concentrated on improving reading comprehension skills. Through questioning, students became more active in their comprehension activities. The focus was on summarizing and predicting.

+ Research Palincsar and Brown (1984), developed Reciprocal Teaching. A pilot study was conducted. Students’ comprehension scores were 85% after the use of Reciprocal Teaching. Studies 1 and 2 were conducted with the same pattern of successful results. The results proved to be reliable. Teacher’ reported better comprehension, thinking skills and students could organize information.

+ Role of the Teacher Group students and assign roles Models how to use each strategy Responsible for leading the dialogue Provides support and monitors Gradual release of responsibility

+ How the student learns from the strategy Students begin to internalize and use the strategies after practice This strategy allows the student to self-monitor his/her comprehension Students learn to answer higher level questions Students become active in their reading comprehension. Students become more aware of their comprehension skills.

+ Activating Prior Knowledge To make predictions students have to activate prior knowledge. Students connect new knowledge with what they already know. The teacher will review key points from partially completed passages.

+ Role of Vocabulary Unfamiliar words can be discussed and/or looked up during questioning during clarifying Remember the teacher is also monitoring and provides support.

+ Constructivism or Direct Instruction? The teacher directly instructs students in the four strategies. The teacher directly instructs how to ask the questions and conduct the discussion There is a gradual release of responsibility to the students. This strategy in not congruent to Constructivism.

+ Outcomes Students learn four comprehension strategies Students begin to internalize and use the strategies after practice It allows the student to self-monitor his/her comprehension Comprehension improves Organization of thoughts and thinking improves

+ Evidence of Effectiveness Student dialogue’s improved All but one student improved through the studies Up to eight weeks later students showed no drop in performance The skills generalized to the classroom setting Students generalized skills to laboratory settings to summarize and predict Standardized comprehension scores improved Successful in natural setting with teacher and in setting with experimenter Teacher’s were enthusiastic once they employed this in the routines.

+ References Seminal Articles Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), YouTube and reading Rockets videoYouTube and reading Rockets video – Second grade teacher models Reciprocal Teaching Read Write Think websiteRead Write Think website – books and lessons plans