Scandinavian Journal of Educational Research · 2006 · 54 citations · 23 references
Cognitive StrategiesLanguage DevelopmentLanguage EducationEducationLiteracy DevelopmentEarly Childhood EducationReading Comprehension StrategiesReading DisabilitiesLearning Disability AssessmentChild LiteracyReading ComprehensionReciprocal TeachingLanguage AcquisitionLanguage StudiesSpecific Learning DisorderSpecific Language ImpairmentEarly IdentificationElementary Literacy ProcessesEarly Childhood LiteracyLiteracySpecial EducationReading AssessmentLanguage ComprehensionContent Area Literacy
The study implemented six 5‑week reciprocal‑teaching interventions, each comprising four cognitive strategies, across three mainstream and three SLI fourth‑ and sixth‑grade science and history classes, using a control/experimental design. Results showed significant gains in reading comprehension, particularly for mainstream fourth‑grade students, with additional improvements in SLI groups and positive feedback from students and teachers.
Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5‐week interventions were held during regular class sessions in the spring and autumn terms of 2003. These interventions, which varied in length from 10 to 15 lessons, were given to all students attending fourth‐grade and sixth‐grade science classes in general science and sixth‐grade history lessons. A control group/experiment group design was used. According to pre‐, post‐ and retention tests the intervention proved to be beneficial, especially to the mainstream fourth‐grade class. Some positive development could also be noticed in the SLI groups. The results of children improved mostly in expert‐designed tests on reading comprehension. According to the interviews, children and teachers were pleased to have had the opportunity to participate in the interventions and to learn a new method of improving reading comprehension.
23