Predicting Questioning Clarifying Summarizing Reciprocal Teaching Renae Ellsworth

+ Predicting Questioning Clarifying Summarizing Reciprocal Teaching Renae Ellsworth University of West Florida RED 6161

+ Overview n Reciprocal Teaching (RT) is a dialogue between the teacher and students who work together to comprehend text. n It compiles four comprehension strategies. Predicting, Questioning, Clarifying and Summarizing n RT can be used for all grade levels. n Subjects such as Reading, Science and Social Studies can be used. n Through teacher modeling and guided practices students can successfully use this strategy.

+ Prior to Reciprocal Teaching n In 1982, Brown and Palincsar, developed a training program. n This program concentrated on improving reading comprehension skills. n Through questioning, students became more active in their comprehension activities. n The focus was on summarizing and predicting.

+ Research n Palincsar and Brown (1984), developed Reciprocal Teaching. n. A pilot study was conducted. n Students’ comprehension scores were 85% after the use of Reciprocal Teaching. n Studies 1 and 2 were conducted with the same pattern of successful results. n The results proved to be reliable. n Teacher’ reported better comprehension, thinking skills and students could organize information.

+ Role of the Teacher n Group students and assign roles n Models how to use each strategy n Responsible n Provides n Gradual for leading the dialogue support and monitors release of responsibility

+ How the student learns from the strategy n Students begin to internalize and use the strategies after practice n This strategy allows the student to self-monitor his/her comprehension n Students learn to answer higher level questions n Students become active in their reading comprehension. n Students become more aware of their comprehension skills.

+ Activating Prior Knowledge n To make predictions students have to activate prior knowledge. n Students connect new knowledge with what they already know. n The teacher will review key points from partially completed passages.

+ Role of Vocabulary Unfamiliar words can be discussed and/or looked up n during questioning n during clarifying Remember the teacher is also monitoring and provides support.

+ Constructivism or Direct Instruction? n The teacher directly instructs students in the four strategies. n The teacher directly instructs how to ask the questions and conduct the discussion n There is a gradual release of responsibility to the students. n This strategy in not congruent to Constructivism.

+ Outcomes n Students learn four comprehension strategies n Students begin to internalize and use the strategies after practice n It allows the student to self-monitor his/her comprehension n Comprehension n Organization improves of thoughts and thinking improves

+ Evidence of Effectiveness n Student dialogue’s improved n All but one student improved through the studies n Up to eight weeks later students showed no drop in performance n The skills generalized to the classroom setting n Students generalized skills to laboratory settings to summarize and predict n Standardized comprehension scores improved n Successful in natural setting with teacher and in setting with experimenter n Teacher’s were enthusiastic once they employed this in the routines.

+ References Seminal Articles Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), 1 -17. Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities. Cognition and Instruction, 1(2), 117 -175. You. Tube and reading Rockets video – Second grade teacher models Reciprocal Teaching Read Write Think website – books and lessons plans