It is about language teaching particularly reading.

1. Bahir Dar University
Faculity of Humanities
Department of English Language and Literature
Post –Graduate program
Reciprocal Teaching for language
skills
Compiled by: Aman Matebie
February,2022
Bahirdar university,Ethiopia

2. Questions should be addressed in
this presentation?
 What Is reciprocal teaching?
 What are the strategies and
implementation steps?
 Why RT is an important instructional
practice?
 What are the foundation of RT?
 What do research works say about it?
 Criticisms of RT?

3. Brainstorming Question
 How am I currently teaching my students
to predict, learn words, questions and
summarize to become independent
thinkers and readers?

4. 1. What is Reciprocal
teaching?

5. Foundations of RT
 To internalize Fab Four a strong gradual
release model(Reggie Routman) is essential.
 “I do. We do. You do. ”
 To build gradual release with reciprocal
teaching, the following institutional
foundations are incorporated (Hattie, 2008).
 scaffolding,
 think-alouds,
 metacognition
 cooperative learning.

6. scaffolding
 During reciprocal teaching, instruction is clearly scaffolded,
or supported.
 The fab four, experience some “seat holding” as they try out
reciprocal teaching in a supported environment, and finally
work independently.
Think- alouds
 make comprehension visible.
 Reciprocal teaching was designed as a discussion technique
in which think-alouds play an integral part.
 are a research-based method of improving comprehension
(Baumann, Jones, & Seifert-Kessell, 1993; Wilhelm,2001).
 show students what a good reader is thinking while reading

7. Metacognitive
 Metacognition is the awareness of one’s
own thinking processes (Brown, 1980).
 students talk about their thinking and how
they use (Four fab )
 begin the lesson with an objective (E.g
minilesson on predicting) and end with a
student-led review of how the strategy
helped them.

8. Cooperative learning
 The key element is discussion in RT.
 When students engage in purposeful talk with one
another, they expand their thinking about a text (Fisher
& Frey, 2008)
 The cooperative atmosphere of the combination of
whole-class and small-group exercises encourages every
student to respond to and think about the lesson.

9. cooprative

10. Strategies and implementation
steps of RT
Predicting
Text outcomes
Clarifying
confusing text
Questioning
Key concepts
Summarizing
Text information

12. Deos order matter? ……..No

13. Conti….
The components of RT are interchangeable in order of
their use by readers.
 Prediction strategies are mainly used when pre-reading
and previewing a reading assignment.
 Clarifying, Questioning and Summarizing Strategies are
used in discussion before, during or after the reading
assignment.

14. How do teachers implement the
RT strategies?
There are four phases when implementing
the RT strategies in your classroom:
 Initial Introduction
 Modeling
 Guided Practice
 Independent Phase

15. Initial introduction
 This first phase of implementation uses the
teacher to lead the class in the discussion.
 The teacher delivers instruction of the four RT
strategies, the class is teacher-centered
instruction.

16. Modelling
 In this stage , the teacher models the RT
strategies of predicting, clarifying, questioning,
and summarizing.
The teacher spends time demonstrating the RT
strategies with text readings to the students.

17. Guided practice
Here, the teacher conducts classroom discussion of the text
readings by:
 Clarifying unclear passages of the text.
 Providing support to student-led discussion and
questioning.
 Adjusting the length of text assignments.
 Monitoring the discussion to insure key concepts are
included and summarized

18. Independent phase
 Students dialogue with minimal teacher
assistance.
 Teacher provides feedback in the role of a
facilitator of classroom discussion
 Teacher provides feedback on student discussion
questions.
 Teacher monitors student summaries of the
reading assignment. ....DownloadsRTelem.doc

19. What do research works say
about RT?
 The way reciprocal teaching was taught was an
important part of the learning process (Aarnoutse,
Van Den Bos & Brand – Gruwel, 1998; King &
Johnson, 1999).
 Reciprocal teaching was used as whole class
instruction rather than small group instruction
(Alfassi, 1998; DeCorte, Verschaffel & Van De Ven,
2001;Lederer, 2000.
 (Hattie,2008) looked at over 800 studies and 138
different practices and their effect sizes
 RT was proven teaching strategy that has a strong
effect on student achievement.

20. Local studies
 Birhanu (2020) conducted a study on “ the effect of
RT strategies on EFL students reading comprehension
and the challenges the EFL teachers face at Bahir dar
City”.
 the reading comprehension of the students was
improved after the RT intervention.
Michit,Yifter and Mesafint (2019) conducted a study on
the effect of RT procedure on EFL students reading
comprehension achievement .
 The study showed that there was statistically
difference between the groups, favoring the treatment
group.
 Experimental group showed positive attitude towards
RT procedures.

21. Why RT is an Important
instruction?
 Promotes sts reading comprehension
 Sts learn leadership, team work, negotiation,
listening and collaboration skills.
 Facilitates a group effort b/n teachers and sts.
 Sts construct the meaning of the text themselves
 It is effective in the context of small group
 Shows faith and confidence in the students’
abilities

22. Criticisms of RT
Time frame
 RT occur for a longer period of time, perhaps
an entire school (Meister & Chapman, 1996).
• not enough time for students to transfer
strategies learned in reading and listening
settings (Brand-Gruwel, Aartnouse & Van
Den Bos, 1998).
• In some cases teachers spent too much time
talking and not enough time managing
transfer roles.

23. Cont’d
Disabled students
 It is assumed that all learning disabled
students demonstrated the same strengths
or weaknesses in specific skills or
strategies (Lederer, 2000).
 not all students internalize strategies as
well (Slater & Horstman, 2002;
VanGarderen, 2004).
 no evidence that students monitored their
comprehension during RT.

24. ------
Thank you