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dc.contributor.authorSzymanski, Jennifer
dc.date.accessioned2015-11-04T17:37:02Z
dc.date.available2015-11-04T17:37:02Z
dc.date.issued2014-07
dc.description.abstractReading comprehension is a complex process often made increasingly difficult as readers are faced with content oriented reading material. The purpose of this study was to determine whether reciprocal teaching in the small group setting has an effect on reading comprehension. It was predicted that small group reciprocal teaching will have no significant effect on third grade students’ reading comprehension. Over the six weeks, students received reciprocal reading instruction designed to help internalize reading strategies that according to research, enhance comprehension. Results suggested small group reciprocal teaching had a positive effect on reading comprehension. When reciprocal teaching was applied in the small group setting, these participants demonstrated an increase in their comprehension.en_US
dc.format.extent29 p.
dc.genreaction research papers
dc.identifierdoi:10.13016/M2K69D
dc.identifier.urihttp://hdl.handle.net/11603/1647
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectReading comprehensionen_US
dc.subjectReciprocal teachingen_US
dc.subjectSmall group instructionen_US
dc.subject.lcshEducation -- Research papers (Graduate)
dc.titleThe Relationship between Small Group Reciprocal Teaching and Reading Comprehensionen_US
dc.typeTexten_US


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