Reciprocal Teaching – a Research-based Approach
"The original reciprocal teaching model was developed by Palincsar and Brown (1984)*. They found that when reciprocal teaching was used with a group of students for just fifteen to twenty days, the students’ reading on a comprehension assessment increased from 30 percent to 80 percent. The students were also able to function more independently in the classroom, were able to summarise verbally, write contextually accurate summaries, predict questions and detect incongruities in texts. Not only did the students show these improvements in English and literature, they also improved their test scores in science and social studies on an average from 20 percent to 50 to 60 percent."
Connectors Teacher Resource Book, p54
*Palinscar, A.S. and Brown, A.L. (1984) ‘Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities.’ Cognition and Instruction, 1, 117-175.
A review of studies of reciprocal teaching in 1994 concluded that it is a technique that improves reading comprehension.
B. Rosenshine and C. Meister. (1994) ‘Reciprocal Teaching: A Review of Nineteen Experimental Studies.’ Review of Educational Research 64, 479-530.
Beyond Reciprocal Teaching
The original Reciprocal Teaching approach involved the teacher working with a group of students using four comprehensions strategies:
- Predicting
- Clarifying
- Questioning
- Summarising
In some instances, after working with the teacher and with practice, students learn take on the role of ‘teacher’ or ‘leader’ as they support other readers in a group situation.
Other Comprehension Strategies
While the four strategies used in the original Reciprocal Teaching approach are central to reading comprehension, it is recognised that there are other comprehension strategies that students need to be able to understand and apply as they read. These include:
- Making connections.
- Visualising.
- Expressing opinions.
- Making inferences.
In Connectors, these four additional comprehension strategies are integrated into the reading process.
Language in use
By using Connectors, students experience explicit practice in
- Oral language
- Applying comprehension strategies, and
- Expressing their thoughts and opinions.
They extend their vocabulary and may further research topics of interest.
Authentic Peer-group Learning
After initial modelling by the teacher, Connectors does not depend upon the teacher being part of student discussions. So, the approach moves from reciprocal ‘teaching’ to reciprocal ‘reading’.
Each book guides students through the process to follow, and provides prompts for them as they read.
Students rotate in the role of group leader, so all group members experience both being a leader and being a participant in the group discussions.
More than Reading – Values in Action
Students using Connectors in small groups, without the teacher, have been observed interacting and demonstrating the values of:
- Acceptance
- Respect for the opinions of others
- Tolerance
- Working cooperatively
- Listening to others
- Taking responsibility