ࡱ> o R !"#$%&'()*+,-./0123456789:;<=>?@ABDEFGHIJKLMNOPQSnTUWXYZ\]^_`abcdefghijkmpqrstuvwxyz{|}~Root Entry ITEM000  F Data  V1TableC" ՜.+,0 hp  City University of New YorklS> Yahaira Quezada Title Oh+'0 , H T ` lxYahaira QuezadaahaSchool of Education - CCNYchoNormaloSchool of Education - CCNY2hoMicrosoft Word 9.0 @@g y@V@V 27 AbjbjUU &Z7|7|=l <kr:\40$ ! ddd& %&&&d0  &d&x&  pvL;0k" "& |  Yahaira Quezada TC \l1 " Edu 205-Prof. Hartman Reciprocal Teaching: The Road to Improving Reading Comprehension TC \l2 "  What is it / How do I do it?  TC \l3 " Reciprocal Teaching is a teaching strategy developed in 1984 by Anne Marie Palincsar from Michigan State University and Anne Brown from the University of Illinois. The purpose of this strategy is to improve reading comprehension through the use of student/teacher collaboration. It takes place in the form of a dialogue between the teacher and a group of students (preferably not more than eight students). In this dialogue the teacher and students take turns assuming the role of teacher in leading the dialogue about a passage of text ( HYPERLINK www.ncerl.org/sdrs/areas/issues/students/learning/lr22recib.htm). Reciprocal Teaching emphasizes the development of both cognitive and metacognitive reading strategies through cooperative learning with scaffold instruction (Hartman, 1994). Expert scaffolding is essential for cognitive development as students move from spectator to performer after repeated modeling by adults ( HYPERLINK www.warwick.ac.uk/staff/D.J.Wray/webarts/reciproc.html). The concept of students providing support for one another, the additional concept of expert support as students begin a task, and the gradual fading of the teachers support are the foundations for reciprocal reaching ( HYPERLINK www.dade.k12.fl.us/pers/prdev/resources.html). Reciprocal Teaching can be used with any grade or level and with any story or passage. It is a cooperative learning method of improving reading comprehension that can also be used in individual tutoring/teaching. According to Hartman (1994), Palincsar, Ransom, and Derber (1988/1989) state that reciprocal teaching is based on four principles: 1. The purpose of reciprocal teaching is to improve reading comprehension by equipping students with strategies needed to monitor comprehension and construct meaning. 2. Teacher and students share responsibility for acquiring the reading strategies. After initially assuming major responsibility for teaching these strategies, the teacher gradually shifts responsibility to the students. 3. Every student is expected to participate in the discussions. The teacher provides assistance as needed to support student participation. 4. The teacher regularly tries to turn control of the dialogue to students. The purpose of reciprocal teaching is to help students, with or without a teacher present to bring meaning to the wriCompObjjObjectPool#@WordDocument &ZSummaryInformation(   FMicrosoft Word Document MSWordDocWord.Document.89q%F\Object F4dMicrosoft Word DocumentA:\recipteachingyahairafeedback.doc#3Rich Text Formattten word. Students involved in the Reciprocal Teaching process are checking their own understanding of the material they have encountered. ( HYPERLINK www.warwick.ac.uk/staff/D.J.Wray/webarts/reciproc.html). As part of the strategy, students are directed what is going to happen and what is expected of them. Before the discussion starts, the teacher demonstrates and explains to the students how to apply the four reading strategies needed to supervise their own reading comprehension. These four strategies are essential for making sense of what they read. Students monitor and improve their reading comprehension by using these strategies. The four strategies reciprocal teaching asks readers to use are: 1- Predicting: the students make predictions about what the author might discuss in the text. The predicting strategy helps students monitor their comprehension by using text clues, background knowledge, picture clues or text structure to make meaning from text. Also, predicting provides a purpose for reading: to confirm or disapprove their hypothesis. 2-Questioning: after students have predicted what the material is going to be about and have read a part of it, they ask questions to each other about the material. They ask kinds of questions that involve critical thinking. They need to ask questions that will make the students responding to the questions really think about the answer and think about the text in higher levels leading to discussion (what the author means, what is the moral of the story, what is the purpose of the story, etc.) 3-Clarifying: The next component in reciprocal teaching involves clarifying (Little; Taylor Richards, 2000). While reading, students make notes of any words, phrases or concepts in the text they do not understand. Students shift their attention to the reasons why the text is difficult to understand (unclear words, unfamiliar vocabulary or concepts). 4-Summarizing: The students then go on to recapitulate the material they have read. Students identify, rephrase and incorporate important information in the text. Each of these strategies helps students construct meaning from the text and monitor their reading to ensure that they are in fact understanding what they read. After learning the four strategies used in reciprocal teaching, students are expected to know what, when, why and how to use what they read. (www.teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/reciprocal.html). The strategies chosen not only promote reading comprehension but also provide opportunities for students to learn to monitor their own learning and thinking. Reciprocal teaching works as a teaching strategy because it moves the process of reading from whole class instruction modeled by the teacher through whole class and small group instruction modeled by students to individualized silent reading. In effect, students teach themselves to read by modeling the strategies that good readers use ( HYPERLINK www.dade.k12.fl.us/pers/prodev/reciprocal_teaching.htm). In addition, the student/teacher collaboration requires that all students participate and foster new relationships between students of different ability levels, this way making the reading experience more pleasant. Whats more, clarifications occur continuously, both during reading and discussion (Hartman, 1994) improving the meaning of the text. Reciprocal teaching strategies are taught and practiced as complementary activities that are used flexibly depending upon the reader needs, task demands and text instead of just a simple, boring teacher centered classroom where student participation is not encouraged and the students attention may easily be distracted with other things. How Do I Do It? 1-After reading the first part of the text, the teacher explains, demonstrates and models to the students the use of the four reading strategies; predicting, clarifying, questioning, summarizing 2- Then, students read the next section of the text. The teacher leads the discussion by predicting what might happen in the next section. Clarifying a section by explaining how that part or word was difficult and what was done to make sense of it, asking a question for others to answer, summarizing what was read. 3-Students read the next part of the text silently, then the teacher separates the students into small groups (preferably no more than 8).  4-Students then take turns directing the dialogue in the group by predicting, clarifying, questioning, summarizing in discussing the text. Students give each other feedback on strategy use 5- The teacher moves from group to group observing the students progress and providing assistance only when needed. Students then use the 4 reading comprehension strategies completely on their own providing feedback to each other.  Theory and Research Theories and researches show that Reciprocal teaching is an useful and efficient strategy for improving reading comprehension in any subject area. When reciprocal teaching is implemented, learners will make substantial gains in their comprehension skills. Learners can gain improved understanding of complex text in content areas. This leads them on to greater knowledge of the topic, improved skills, and more positive attitudes when extracting, organizing, and recording information ( HYPERLINK http://english.unitecnology.ac.nz/resources/resources/reciprocal.html) (new paragraph) According to Hartman (1994) research by Brown, Campione and Day (1981) show that when students have key knowledge about their strategies (what they are, when, why, how to use them) they are more likely to retain and transfer them than when they do not have this knowledge. The findings from a series of studies, across a range of elementary, middle and high school levels, have confirmed the positive effects o reciprocal teaching on reading comprehension. Palincsar experimented with reciprocal teaching in several ways: (1) whole-group instruction, (2) small-group instruction, (3) one-to-one tutorials, (4) small group sessions lead by peers. In each situation reading comprehension improved ( HYPERLINK www.dade.k12.fl.us/pers/prodev/resources.htm). In 1997 the Teacher Education Center (TEC) developed Project MERIT with funding from the Florida Department of Education. This project was based on the Reciprocal Teaching Instructional model. The teaching method was piloted in selected Chapter I fourth grade classes, support materials developed included the modifications made as a result of the pilot phase. The method proved to be successful and advantageous for students. Also, in 6 New York City high schools an experiment was implemented using reciprocal teaching in tutoring sessions. In the experimental schools, tutees showed higher attendance, passed more courses and obtained significantly higher grades in the courses for which they received tutoring. Research conducted by Miller, Miller and Rosen (1988) used a modified reciprocal teaching procedure for teaching the four comprehension strategies. This adaptation eliminated the traditional teacher modeling, scaffolding, direct instruction and teacher sharing. The students did everything with the other students. The students went through this method two times a week for a period of eight weeks. Significant improvement in reading and writing performance was recorded, contrary to the original improvement in control groups. Reciprocal Teaching has proved to be useful with a widely diverse population of students. The reciprocal teaching procedure was designed to improve the reading comprehension ability of students who were adequate decoders but had poor comprehension ( HYPERLINK www.warwick.ac.uk/staff/D.J.Wray/webarts/recipro.html). Students who are poor decoders, second language learners or non-readers all benefit from reciprocal teaching because it is students centered and the individuals needs are better addressed. Teachers have observed that even normally achieving or above average students profit from strategy instruction because it allows them to read and understand more challenging texts ( HYPERLINK www.warwick.ac.uk/staff/D.J.Wray/webarts/recipro.html). Another advantage of reciprocal teaching is that students with more experience and confidence help other students in their group to decode and understand what is being read. In addition, Reciprocal teaching works because continuous evaluation and monitoring of performance by the teacher and the student takes place, ensuring improvement. Research conducted by Queenie Little, a sixth grade teacher at Rawlinson Road Middle School concluded that discussions were a successful means of improving comprehension skills and strategies. The method encompasses many of the skills students are required to master according to state and national language arts standards (Little; Taylor, 2000). Based on research she conducted with her own class, Ms. Little came to the conclusion that, reciprocal teaching is advantageous in helping ensure better reading comprehension when they have mastered each of the skills well enough before performing the teaching method as one entity. Other benefits a teacher can expect from the use of reciprocal teaching are: learners gain more self-confidence and motivation to reading, improved leadership skills, increased co-operation and greater initiative, etc. On the basis of research designed to examine the efficiency of reciprocal teaching-with its time consuming teacher-student interaction-when compared to other teaching methods, Palincsar, Ransom and Derber (1988/1989) found that reciprocal teaching is a more efficient method of improving reading comprehension when compared to teacher modeling and when compared to explicit instruction. Reciprocal teaching students had greater gains on comprehension assessments than students in the other conditions (Hartman, 1994) What other conditions?. Scaffolds are used in reciprocal teaching for teaching higher levels of cognitive strategies; research on teaching cognitive strategies showed that scaffolds were frequently used by teachers who were successful in teaching those strategies. Experts such as teachers facilitate the cognitive development in students by providing information and support, which steadily decreases as the students competence increases. As reciprocal teaching strategies are learned, the student becomes more competent and plays a greater teaching role by assuming more responsibility for teaching peers and self-instruction. Another was conducted by Rosenshine and Meiser (Winter 1994); this study reviewed 16 other studies on reciprocal teaching and additional related studies. They found that on teacher-made tests, students who had been engaged in reciprocal teaching made significant higher scores than students who had not with a median of .88. Compared to what? When standardized tests were used, the median effect size was .32 favoring reciprocal teaching. Based on mounds of encouraging findings, it can be stated that reciprocal teaching does indeed increase students ability to comprehend what they read ( HYPERLINK www.dade.k12.us/pers/prodev/resources.htm). MY OPINION What is the Road to Improving Reading Comprehension? Reciprocal Teaching is the road to better reading comprehension in students of any grade and with, any subject and any level. Research has proven again and again that student-teacher cooperation is more effective than teacher-centered classrooms where the teacher tends to do all the talking. From personal experience, I have noticed that I tend to enjoy and get better grades in classes were my participation is important and I am encourage to take the lead and be responsible and aware of my own learning. I cant help it, but usually I fall asleep in courses where the teacher takes charge of the classroom. An advantage of the strategy is that each person in the group takes a turn to be the leader. This ensures that everyone will have a chance to participate and will know if they are doing something wrong. In addition, students are more interested in their classes when they have a chance to help each other. Because students have different cognitive and developmental levels, the fact that the students are working in groups gives the lower functioning students a chance to receive help from the other group members excellent point The only disadvantage that I can see in the reciprocal teaching method is that talkative students could distract other students by talking about things other than the text. Friends in the same group can tend to change the conversation to a different direction than the direction it might be expected to go on. I plan to use reciprocal teaching in my classroom when I become an English teacher. 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55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555000000003333330000000000555 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 55555550000000000000000000055555555555555555555555555555555555555555555555555555555555555555555555550400000007010100030000000000}}}{\f29\fs52 \par \par \par \par \par }\pard \ql \li0\ri0\widctlpar\dxfrtext18\dfrmtxtx18\dfrmtxty18\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\f29\fs52 \par \par \par \par \par }\pard\plain \s46\qc \li0\ri0\keep\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \b\f29\fs40\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 {{\*\bkmkstart _Toc530280025}{\*\bkmkend _Toc530280025}What is it / How do I do it? } {\pard\plain \s46\qc \li0\ri0\keep\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \b\v\f29\fs40\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 {\tc {\v \tcl3}}}{ \par }\pard\plain \ql \li0\ri0\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 {\b \par }\pard \ql \fi720\li0\ri0\sl480\slmult1\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\b \tab }{Reciprocal Teaching is a teaching strategy developed in 1984 by Anne Mar ie Palincsar from Michigan State University and Anne Brown from the University of Illinois. The purpose of this strategy is to improve reading comprehension through the use of student/teacher collaboration. It takes place in the form of a dialogue betwe en the teacher and a group of students (preferably not more than eight students). In this dialogue the teacher and students take turns assuming the role of teacher in leading the dialogue about a passage of text (}{\field{\*\fldinst { HYPERLINK }{ {\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.ncerl.org/sdrs/areas/issues/s{\*\bkmkstart _Hlt530239660}{\*\bkmkstart _Hlt530239661}{\*\bkmkend _Hlt530239660} {\*\bkmkend _Hlt530239661}tudent{\*\bkmkstart _Hlt530225916}{\*\bkmkstart _Hlt530225917}{\*\bkmkstart _Hlt530225918}{\*\bkmkend _Hlt530225916}{\*\bkmkend _Hlt530225917}{\*\bkmkend _Hlt530225918}s/learning/lr22recib.htm}}}{ ). Reciprocal Teaching emphasizes the development of both cognitive and metacognitive reading strategies through cooperative learning with scaffold instruction (Hartman, 1994). Expert scaffolding is essential for cognit ive development as students move from spectator to performer after repeated modeling by adults (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt { \cs50\ul\cf2 www.warwick.ac.uk/staff/D.J.Wray/webarts/reciproc.html}}}{). The concept of students providing support for one another, the additional concept of expert support as students begin a task, and the gradual fading of the teacher\rquote s support are the foundations for reciprocal reaching (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.dade.k12.fl.us/pers/prdev/resources.html}}}{). \par Reciprocal Teaching can be used with any grade or level and with any story or passage. It is a cooperative learning method of improving reading comprehension that can also be used in individual tutoring/teaching. According to Hartman (1994), Palincsar, Ransom, and Derber (1988/1989) state that reciprocal t e aching is based on four principles: 1. The purpose of reciprocal teaching is to improve reading comprehension by equipping students with strategies needed to monitor comprehension and construct meaning. 2. Teacher and students share responsibility for ac q uiring the reading strategies. After initially assuming major responsibility for teaching these strategies, the teacher gradually shifts responsibility to the students. 3. Every student is expected to participate in the discussions. The teacher provides assistance as needed to support student participation. 4. The teacher regularly tries to turn control of the dialogue to students. The purpose of reciprocal teaching is to help students, with or without a teacher present to bring meaning to the written w ord. }{\fs22 Students involved in the Reciprocal Teaching process are checking their own understanding of the material they have encountered.}{\fs22\highlight8 }{\fs22 (}{\field{\*\fldinst {\fs22 HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\fs22\ul\cf2 www.warwick.ac.uk/staff/D.J.Wray/webarts/reciproc.html}}}{\fs22 ). }{ \par As part of the strategy, students ar e directed what is going to happen and what is expected of them. Before the discussion starts, the teacher demonstrates and explains to the students how to apply the four reading strategies needed to supervise their own reading comprehension. These four strategies are essential for making sense of what they read. Students monitor and improve their reading comprehension by using these strategies. The four strategies reciprocal teaching asks readers to use are: \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {1-}{\ul Predicting}{: the students make prediction s about what the author might discuss in the text. The predicting strategy helps students monitor their comprehension by using text clues, background knowledge, picture clues or text structure to make meaning from text. Also, predicting provides a purpo se for reading: to confirm or disapprove their hypothesis. \par 2-}{\ul Questioning}{: after students have predicted what the material is going to be about and have read a part of it, they ask questions to each other about the material. They ask kinds of questions th at involve critical thinking. They need to ask questions that will make the students responding to the questions really think about the answer and think about the text in higher levels leading to discussion (what the author means, what is the moral of th e story, what is the purpose of the story, etc.) \par 3-}{\ul Clarifying}{: The next component in reciprocal teaching involves clarifying (Little; Taylor Richards, 2000). While reading, students make notes of any words, phrases or concepts in the text they do not unde rstand. Students shift their attention to the reasons why the text is difficult to understand (unclear words, unfamiliar vocabulary or concepts). \par 4-}{\ul Summarizing}{: The students then go on to recapitulate the material they have read. Students identify, rephrase and incorporate important information in the text. }{\cf5 \par }\pard \ql \fi720\li0\ri0\sl480\slmult1\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { Each of these strategies helps students construct meaning from the text and monitor their reading to ensure that they are in fact understanding what they read. After learning the four strategies us ed in reciprocal teaching, students are expected to know what, when, why and how to use what they read. (www.teams.lacoe.edu/documentation/classrooms/patti/2-3/teacher/reciprocal.html}{\cf1 )}{\fs22\cf1 . The strategies chosen not only promote reading comprehension but also provide opportunities for students to learn to monitor their own learning and thinking. }{\cf1 \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\tab Reciprocal teaching works as a teaching strategy because it moves the process of reading from whole class instruction modeled by the teacher through whole class an d small group instruction modeled by students to individualized silent reading. In effect, students teach themselves to read by modeling the strategies that good readers use (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.dade.k12.fl.us/pers/prodev/reciprocal_teaching.htm}}}{). In addi tion, the student/teacher collaboration requires that all students participate and foster new relationships between students of different ability levels, this way making the reading experience more pleasant. What\rquote s more, clarifications occur continuously, both during reading and discussion (Hartman, 1994) improving the meaning of the text. Reciprocal teaching strategies are taught and practiced as complementary activities that are used flexibly depending upon the reader needs, task demands and text instea d of just a simple, boring teacher centered classroom where student participation is not encouraged and the student\rquote s attention may easily be distracted with other things. \par \par \par \par \par \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\pvpara\posx2159\posy503\absh-540\absw5580\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \cfpat1\cbpat8 {\b\fs36 How Do I Do It? \par }{\fs20 \par }{\v \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\dxfrtext19\dfrmtxtx19\dfrmtxty19\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { \par \par }\trowd \trgaph104\trleft-108\trbrdrt\brdrart192 \trbrdrl\brdrart192 \trbrdrb\brdrart192 \trbrdrr\brdrart192 \trbrdrh\brdrart192 \trbrdrv\brdrart192 \trftsWidth1\trpaddl104\trpaddr104\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx1822\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb \brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx3752\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr \brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx5682\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx7612\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1931 \cellx9543\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\fs22 \par 1-After reading the first part of the text, the teacher explains, demonstrates and models to the students the use of the four reading strategies; predicting, clarifying, questioning, summarizing\cell \par 2- Then, students read the next section of the text. The teacher leads the discussion by predicting what might happen in the next section. Clarifying a section by explaining how that part or word was difficult and what was done to make sense of it, asking a question for others to answer, summarizing what was read.\cell \par 3-Students read the next part of the text silently, then the teacher separates the students into small groups (preferably no more than 8). \cell \par 4-Students then take turns directing the dialogue in the group by predicting, clarifying, questioning, summarizing in discussing the text. Students give each other feedback on strategy use\cell \par 5- The teacher moves from group to group observing the student\rquote s progress and providing assistance only when needed. Students then use the 4 reading comprehension strategies completely on their own providing feedback to each other. }{\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\trowd \trgaph104\trleft-108\trbrdrt\brdrart192 \trbrdrl\brdrart192 \trbrdrb\brdrart192 \trbrdrr\brdrart192 \trbrdrh\brdrart192 \trbrdrv\brdrart192 \trftsWidth1\trpaddl104\trpaddr104\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx1822 \clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx3752\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl \brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx5682\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb \brdrdashsm\brdrw5\brdrcf2 \clbrdrr\brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1930 \cellx7612\clvertalt\clbrdrt\brdrdashsm\brdrw5\brdrcf2 \clbrdrl\brdrdashsm\brdrw5\brdrcf2 \clbrdrb\brdrdashsm\brdrw5\brdrcf2 \clbrdrr \brdrdashsm\brdrw5\brdrcf2 \cltxlrtb\clftsWidth3\clwWidth1931 \cellx9543\row }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { \par }\pard \ql \fi-4320\li4320\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin4320\itap0 {\tab \tab \tab \tab \tab \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { \par }{\highlight8 \tab \tab }{\cf5\highlight8 \par \par }\pard\plain \s47\ql \li0\ri0\sl480\slmult1\keep\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \b\fs28\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 {\b0\fs24 \tab \tab \tab \tab {\*\bkmkstart _Toc530280026}{\*\bkmkend _Toc530280026} \par \page }{\f29\fs40 Theory and Research}{\f29 \par }\pard\plain \ql \li0\ri0\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 { \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\tab Theories and }{\highlight8 researches }{ show that Reciprocal teaching is an useful and efficient strategy for improving reading comprehension in any subject area. When reciprocal teaching is implemented, learners will m ake substantial gains in their comprehension skills. Learners can gain improved understanding of complex text in content areas. This leads them on to greater knowledge of the topic, improved skills, and more positive attitudes when extracting, organizing , and recording information (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 http://english.unitecnology.ac.nz/resources/resources/reciprocal.html}}}{) \par (}{\highlight8 new paragraph}{) According to Hartman (1994) research by Brown, Campione and Day (1981) show that when students have key knowledge about their strategies (what they are, when, why, how to use them) they are more likely to retain and transfer them than when they do not have this knowledge. \par }\pard \ql \fi720\li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { The findings from a series of studies, across a range of elementary, middle and high school levels, have c onfirmed the positive effects o reciprocal teaching on reading comprehension. Palincsar experimented with reciprocal teaching in several ways: (1) whole-group instruction, (2) small-group instruction, (3) one-to-one tutorials, (4) small group sessions le ad by peers. In each situation reading comprehension improved (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.dade.k12.fl.us/pers/prodev/resources.htm}}}{). \par In 1997 the Teacher Education Center (TEC) developed Project MERIT with funding from the Florida Department of Education. This pr oject was based on the Reciprocal Teaching Instructional model. The teaching method was piloted in selected Chapter I fourth grade classes, support materials developed included the modifications made as a result of the pilot phase. The method proved to b e successful and advantageous for students. Also, in 6 New York City high schools an experiment was implemented using reciprocal teaching in tutoring sessions. In the experimental schools, tutees showed higher attendance, passed more courses and obtaine d significantly higher grades in the courses for which they received tutoring. \par Research conducted by Miller, Miller and Rosen (1988) used a \'93modified reciprocal teaching\'94 procedure for teaching the four comprehension strategies. This adaptation eliminate d the traditional teacher modeling, scaffolding, direct instruction and teacher sharing. The students did everything with the other students. The students went through this method two times a week for a period of eight weeks. Significant improvement in reading and writing performance was recorded, contrary to the original improvement in control groups. \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\tab Reciprocal Teaching has proved to be useful with a widely diverse population of students. The reciprocal teaching procedure was designed to improve the reading comprehension ability of students who were adequate decoders but had poor comprehension (} {\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.warwick.ac.uk/staff/D.J.Wray/webarts/recipro.html}}}{ ). Students who are poor decoders, second language learners or non-readers all benefit from reciprocal teaching because it is students centered and the individual\rquote s needs are better addressed. Teachers have observed that even normally achieving or above average students profit from strategy instruction because it allows them to read and understand more challenging texts (}{\field{\*\fldinst { HYPERLINK }{ {\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.warwick.ac.uk/staff/D.J.Wray/webarts/recipro.html}}}{ ). Another advantage of reciprocal teaching is that students with more experience and confidence help other students in their group to decode and understan d what is being read. In addition, Reciprocal teaching works because continuous evaluation and monitoring of performance by the teacher and the student takes place, ensuring improvement}{\cf5 .}{\cf5\highlight8 }{\highlight8 \tab \tab }{ \par \tab Research conducted by Queenie Little, a sixth gra de teacher at Rawlinson Road Middle School concluded that discussions were a successful means of improving comprehension skills and strategies. The method encompasses many of the skills students are required to master according to state and national lang u age arts standards (Little; Taylor, 2000). Based on research she conducted with her own class, Ms. Little came to the conclusion that, reciprocal teaching is advantageous in helping ensure better reading comprehension when they have mastered each of the s kills well enough before performing the teaching method as one entity. Other benefits a teacher can expect from the use of reciprocal teaching are: learners gain more self-confidence and motivation to reading, improved leadership skills, increased co-ope ration and greater initiative, etc. \par }\pard \ql \fi720\li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { On the basis of research designed to examine the efficiency of reciprocal teaching-with its time consuming teacher-student interaction-when compared to other teaching methods, Palincsar, Ransom and Derber (1988/1989) fo und that reciprocal teaching is a more efficient method of improving reading comprehension when compared to teacher modeling and when compared to explicit instruction. }{\highlight8 Reciprocal teaching students had greater gains on comprehension assessments than students in the other conditions (Hartman, 1994) What other conditions?. }{ Scaffolds are used in reciprocal teaching for teaching higher levels of cognitive strategies; research on teaching cognitive strategies showed that scaffolds were frequently used by teache rs who were successful in teaching those strategies. Experts such as teachers facilitate the cognitive development in students by providing information and support, which steadily decreases as the student\rquote s competence increases. As reciprocal teaching strategies are learned, the student becomes more competent and plays a greater teaching role by assuming more responsibility for teaching peers and self-instruction. \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\tab Another was conducted by Rosenshine and Meiser (Winter 1994); this study reviewed 16 oth er studies on reciprocal teaching and additional related studies. They found that on teacher-made tests, students who had been engaged in reciprocal teaching made significant higher scores than students who had not with a median of .88. }{\highlight8 Compared to what?}{ When standardized tests were used, the median effect size was .32 favoring reciprocal teaching. Based on mounds of encouraging findings, it can be stated that reciprocal teaching does indeed increase }{\highlight8 student\rquote s}{ ability to comprehend what they read (}{\field{\*\fldinst { HYPERLINK }{{\*\datafield 00d0c9ea79f9bace118c8200aa004ba90b0200000003000000e0c9ea79f9bace118c8200aa004ba90b020000000000}}}{\fldrslt {\cs50\ul\cf2 www.dade.k12.us/pers/prod {\*\bkmkstart _Hlt530313003}{\*\bkmkstart _Hlt530313004}{\*\bkmkend _Hlt530313003}{\*\bkmkend _Hlt530313004}ev/resources.htm}}}{). \par \tab \par }{\f29\fs36 \tab \tab \tab \tab \tab \tab \par \par \par \par \par \par \par \par }\pard\plain \s46\ql \li0\ri0\keep\widctlpar\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \b\f29\fs40\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 { {\*\bkmkstart _Toc530280027}{\*\bkmkend _Toc530280027} \par MY OPINION \par }\pard \s46\qc \fi-3060\li3060\ri0\keep\widctlpar\tx3060\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin3060\itap0 { What is the Road to Improving Reading Comprehension? \par }\pard\plain \ql \li0\ri0\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 { \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 { \par \tab Reciprocal Teaching is the road to better reading comprehension in students of any gr ade and with, any subject and any level. Research has proven again and again that student-teacher cooperation is more effective than teacher-centered classrooms where the teacher tends to do all the talking. From personal experience, I have noticed that I tend to enjoy and get better grades in classes were my participation is important and I am }{\highlight8 encourage to take}{ the lead and be responsible and aware of my own learning. I can\rquote t help it, but usually I fall asleep in courses where the teacher takes charge o f the classroom. An advantage of the strategy is that each person in the group takes a turn to be the leader. This ensures that everyone will have a chance to participate and will know if they are doing something wrong. In addition, students are more i n terested in their classes when they have a chance to help each other. Because students have different cognitive and developmental levels, the fact that the students are working in groups gives the lower functioning students a chance to receive help from the other group members }{\highlight8 excellent point }{ \par \tab The only disadvantage that I can see in the reciprocal teaching method is that talkative students could distract other students by talking about things other than the text. Friends in the same group can tend to cha nge the conversation to a different direction than the direction it might be expected to go on. \par \tab I plan to use reciprocal teaching in my classroom when I become an English teacher. I am convinced that my students will enjoy the experience and I will fee l fulfilled as a teacher because my students will learn the strategies needed for them to become good readers. \par }{\cf5\highlight8 \par }{\highlight8 \par }\pard \ql \fi-2160\li2160\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin2160\itap0 {\highlight8 \tab \tab \tab \par }\pard \ql \li0\ri0\sl480\slmult1\widctlpar\tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tqr\tx9360\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 {\tab \tab \tab \tab \tab \tab \par \par \tab \par }}ƚ9@O ? &WordMicrosoft Word   Courier New-@Book Antiqua-  2  ? 2 } ? 2  ? 2 v ? 2  ? 2 n ? 2  ?"2 gO Yahaira QuezadaC2:2(2O<022=2 2 gN ?-2  Edu 205==<222 2 1 -!2 R Prof. <(7!2 @ HartmanS2(!X2:@RTempus Sans ITC- 2  ? 2 ^ ? 2  ? 2 y ?@RTempus Sans ITC-+2  Reciprocal Teaching: 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2 y ? 2  ? 2 n  ? 2  ?-