#reciprocal teaching

[ijtsrd]

Utilizing Reciprocal Strategies to Improve Non English Majored Students’ Reading Comprehension

by Nguyen Thi Thanh Ha | Vu Viet Phuong | Do Thi Tieu Yen "Utilizing Reciprocal Strategies to Improve Non- English Majored Students’ Reading Comprehension"

Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021,

URL: https://www.ijtsrd.com/papers/ijtsrd38601.pdf

Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38601/utilizing-reciprocal-strategies-to-improve-non-english-majored-students’-reading-comprehension/nguyen-thi-thanh-ha

callforpaperchemistry, chemistryjournal, openaccessjournalofchemistry

The research aims to make an overview introduction of reciprocal teaching and examine the effects of this teaching technique on improving non English majored students’ reading comprehension at UNETI. The research employed a quasi experimental design with mixed methodology approach. SPSS 22 statistic technique of independent t test and paired sample t test was applied to process and analyze the quantitative data. The significance value was measured at 0,365 which is higher than the level of significance 0,05 . This proved that there was a significant effect of using RT strategy on students’ reading comprehension. Besides, qualitative methodology was applied in order for the researchers to get deeper understanding on participants’ performance and attitudes towards reciprocal teaching in reading class. With data collection tools as journals and focus group interview, textual data was gathered, analyzed and crosschecked to evaluate the validity and reliability of the research. The findings demonstrated that participants are impacted positively with reciprocal teaching instruction. In the light of the present study, the students reported that they found the reading lessons more interesting and exciting. Besides, the students were motivated to interact in class to discuss the target passage. Hence, they felt more confident and responsible for their own study. 

[180dayz]

Reciprocal Teaching Trick It has been said, that to truly master something, you must teach it. Educators understand this concept and attempt to work it into our pedagogy, employing activities such as reciprocal teaching in our classrooms. However, I don't think many of our students have quite caught on to the potential benefits, and simply see it as more work!

[positivelypersistentteach]

On Reciprocal Teaching

I mentioned I used Reciprocal Teaching with my third graders recently, and someone commented that they'd like to hear more about it.  I first learned about it in my grad courses on literacy.  The Reading Teacher published by the International Association for Reading has published a few articles on its use.  If you are a member you can search the archives, or if you are a college student I know a lot of college libraries have access to full text articles.  Here are some of the ones that discuss it that I know of:

Taking on the Role of Questioner: Revisiting Reciprocal Teaching, Joan A. Williams, The Reading Teacher, December 2010

Reciprocal Teaching for the Primary Grades: “We Can Do It, Too!”, Paola Pilonieta, Adriana L. Medina, The Reading Teacher, October 2009

The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal Teaching Adapted for Kindergarten Students, Pamela Ann Myers, The Reading Teacher, December 2005

They also published a book called Reciprocal Teaching At Work: Strategies for Improving Reading which is on sale for $6.95 for members and non-members alike (I have not read it, so I don't know if is worthy purchase).

Reading Rockets provides a good overview of how Reciprocal Teaching works here.

My students are already familiar with some of the 4 comprehension skills (predicting, summarizing, questioning, and clarifying) but I still slowly introduce each skill.  For my younger students, I play a character for each skill as I introduce it.  For example, when introducing the clarifying skill, I am a detective with a magnifying glass and my dad's detective-looking hat.  I explain my job as (whatever skill we are doing), why it is important, and how it helps people to understand what they read.  I do a lot of read-alouds and modeling in small groups, and then the role is passed on to a student.  I have cards for each skill posted in my room with prompts that say things like: I wonder why...   I predict that ...  This passage is about..., etc.  I also have smaller versions of these cards that I hand out to students before a page is read so they know that they are responsible for that role at that time.  Eventually, the students naturally do all the skills and their comprehension improves.

Hope this is of some help!

[positivelypersistentteach]

I use Reciprocal Teaching

with my students that struggle with comprehension.  The basis of this is that good readers question, clarify, predict, and summarize as they read.   They do all four thinking strategies.  I introduce one at a time, and model it before it is turned over to the students.  I have cards given to them with prompts for each strategy.   The program our school use does teach students to use these comprehension strategies -- but it only focuses on using one at a time per story.   My students especially need to learn to do all four while they read.  I recently shared my cards with the speech pathologist, along with a journal article about it from The Reading Teacher and she plans on sharing it with a teacher at one of the other schools she works at.  I've seen some great success with it this year with my third graders.   Does anyone else use this in their classroom?  Reblog this and share.  I'd like to hear about how it works for you, and if you have any of your own personal twists to it.