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This study examined the effects of strategy instruction and reciprocal teaching on students' reading comprehension skills. Students received instruction in activating background knowledge, summarizing text, generating questions, clarifying meanings, predicting text, and were assigned to one of four conditions: individualized grammar instruction, reciprocal teaching in pairs, reciprocal teaching in small groups, or a control group. Results showed that reciprocal teaching in small groups led to the greatest improvements in reading comprehension, question generation, summarization and prediction skills both immediately after and 3 weeks following the intervention compared to other conditions or the control group. The study supports explicit instruction of reading strategies supplemented by reciprocal teaching in small groups to enhance reading comprehension.
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- 1. Improving students¡¯ reading comprehension skills: Effects of strategy instruction and reciprocal teachingPresentor: Chia-Hsiu Eunice LaiInstructor£ºDr. Pi-Ying Teresa HsuDate: December 29, 20101
- 2. CitationSp rer, N., Brunstein, J. C., & Kieschke, U. (2008, May 6). Improving students¡¯ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.2
- 4. Introduction4activating background knowledgesummarizing textReading comprehensiongenerating questions to capture the main idea of the passage
- 5. generating one¡¯s own questionsIntroductionsummarizing parts of the textReciprocal teaching (RT)clarifying word meanings and confusing text passagespredicting what might come next in the text5
- 6. Purposes of this study61. To examine if both strategy instruction and reciprocal teaching contribute to the acquisition of reading strategies and, thus, to the development of young students¡¯ reading comprehension2. To examine the effects of a potentially more classroom- appropriate intervention and so we created a condition in which RT(reciprocal teaching) was practiced in pairs
- 7. Research question What extent does RTP differ from RT in in?uencingreading strategies and reading comprehension?7
- 8. Methodology8
- 9. Methodology9
- 10. Methodology10
- 11. Procedure11
- 12. Measures12
- 13. Measures13ANOVA-PretestANCOVA-Posttest -Follow-up testHierarchical regression analysis
- 14. Results14Clarifying had no signi?cant differences between conditions at either posttest or follow-up test.At posttest, students in each of the three intervention conditions wrote better summaries than control students. At follow-up test IG students failed to create better summaries than control students, but RT and RTP students did.
- 15. Results15At posttest, RT and RTP students formulated better questions than control students. At follow-up test, only RT students outperformed control students.
- 16. Results16At posttest students in the intervention conditions made better predictions than control students. At follow-up test, RT students continued to outperform control students.
- 17. Results17At posttest, students in each of the three intervention conditions improved their reading comprehension as assessed with the near transfer test compared to the pretest.Only RT students improved in their reading comprehension (assessed with the far transfer test) from pretest to follow-up test.
- 18. Results18Students who participated in one of the three intervention conditions showed near transfer in the sense that they reached higher reading comprehension scores as assessed with the experimenter-developed task.
- 19. Results19Only students who practiced reciprocal teaching in small groups showed far transfer in the sense that they got higher reading comprehension scores as assessed with the standardized test.
- 20. Conclusion20This study corroborate the view that explicit instruction of multiple reading strategies is a feasible tool to enhance students¡¯ reading comprehension and that third- to sixth-graders bene?ted most from explicit reading instruction supplemented with practice in small groups¡¯ reciprocal teaching activities.
- 21. Reflection21The researchers detailed a lot of descriptions in research procedures and methodology.It might be useful to consider motivation variables, e.g., a student¡¯s interest in reading.
- 22. Reflection22The questionnaires were not shown in this study.
- 23. Thank you for listening!&Happy New Year!23