Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Item
Title
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Abstract/Description
Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of summarizing, questioning, and clarifying, and improvement in standardized comprehension scores. Many of these results were replicated in Study 2. In contrast to Study 1, which was conducted by an experimenter, Study 2 examined group interventions conducted by volunteer teachers with their existing reading groups.
Author/creator
Date
In publication
Volume
1
Issue
2
Pages
117-175
Resource type
Background/Context
Medium
Print
Background/context type
Conceptual
Open access/free-text available
Yes
Peer reviewed
Yes
ISSN
0737-0008
Citation
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1
Resource status/form
Published Text
Scholarship genre
Theoretical
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