The Effects of Reciprocal Teaching on Fourth Grade Students’ Acquisition of Reading Comprehension Skills
Date
2011-07Type of Work
25 p.Text
action research papers
Program
Masters of EducationRights
Collection 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.Subjects
Education -- Research papers (Graduate)Peer teaching -- Research
Reading comprehension -- Study and teaching (Elementary)
Fourth grade (Education) -- Research
Abstract
The purpose of this study was to determine the effects of reciprocal teaching, a strategies-based teaching model, on fourth grade students’ acquisition of reading comprehension skills. A pre test and post test, quasi–experimental design was selected for use in this study. The TerraNova C.T.B.S Standardized test was the measurement used for this study. Reciprocal Teaching was implemented for a total of five weeks for students in an intact fourth grade class reading below grade level. The results of this study indicated that reciprocal teaching did have an impact on fourth grade students’ acquisition of reading comprehension skills. Research supports the use of reciprocal teaching as an intervention to help below grade level readers improve comprehension.