The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension. Page: 2
View a full description of this dissertation.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
Sarasti, Israel A. The effects of reciprocal teaching comprehension-monitoring strategy
on 3rd grade students' reading comprehension. Doctor of Education (Curriculum and
Instruction), August 2007, 113 pp., 9 tables, 2 figures, references, 119 titles.
Reciprocal teaching comprehension-monitoring is a reading comprehension instructional
procedure that combines four instructional strategies: predicting, summarizing, questioning, and
clarifying to enhance students' comprehension of text (Palincsar & Brown, 1984; Palincsar,
David, & Brown, 1989). The procedure is a dialogue between the teacher and the students.
During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in
order to enhance the students' comprehension-monitoring skills. The research on reciprocal
teaching has included meta-analyses, group designs, qualitative designs, and single-subject
research designs (Rosenshine & Meister, 1994; Galloway, 2003). These studies have identified
gaps in the literature to include the measurement of treatment fidelity and treatment
acceptability, as well as the psychometric properties of the instruments used to measure daily
reading comprehension growth. These gaps were investigated in this study.
The purpose of this study was to investigate the effects of reciprocal teaching
comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level.
Specifically, this study investigated the use of curriculum-based measurement maze probes
(CBM-maze probes) to formatively assess the reading comprehension growth of the students.
Additionally, this study implemented treatment integrity procedures and investigated the
acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability
rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-
up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an
effective intervention in increasing reading comprehension abilities in students as measured by
Upcoming Pages
Here’s what’s next.
Search Inside
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Sarasti, Israel A. The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension., dissertation, August 2007; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3919/m1/2/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .