Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders

TLDR

Further research on reciprocal instruction is needed to refine its effectiveness. Grade 4 and 7 poor comprehenders (N = 72) received 13 sessions of reading‑strategy instruction using reciprocal instruction, teaching predictions, questions, summaries, and clarifications, while controls received the same materials without strategy instruction. Reciprocal instruction produced a significantly larger improvement on standardized reading‑comprehension tests compared to control, underscoring its instructional value.

Abstract

Grade 4 and 7 poor comprehenders (N = 72) participated in 13 sessions of reading-strategy instruction or reading practice (control condition). Trained students were instructed to make predictions when reading, to generate questions about text, to summarize what was read, and to clarify points that were hard to understand. The strategies were taught using the reciprocal instruction approach developed by Palincsar and Brown (1984), involving provision of support to students as they needed it and peer teaching of strategies. Control subjects were exposed to the same materials as reciprocally trained students but were given no strategy instruction. The most important finding was a greater increase from before to after training on a standardized test of reading comprehension in the reciprocally trained than in the control condition. This effect is important since standardized comprehension tests measure important reading skills and are used extensively in making curriculum and instruction decisions. The importance of additional research on reciprocal instruction or revised versions of it is considered briefly.