The Relationship between Small Group Reciprocal Teaching and Reading Comprehension

Abstract

Reading 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.