1. Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching Presentor: Chia-Hsiu Eunice Lai Instructor：Dr. Pi-Ying Teresa Hsu Date: December 29, 2010 1
2. Citation Sp rer, N., Brunstein, J. C., & Kieschke, U. (2008, May 6). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286. 2
3. Contents 3 I Introduction II Methodology III Results I Conclusions V Reflection
4. Introduction 4 activating background knowledge summarizing text Reading comprehension generating questions to capture the main idea of the passage
5. generating one’s own questions Introduction summarizing parts of the text Reciprocal teaching (RT) clarifying word meanings and confusing text passages predicting what might come next in the text 5
6. Purposes of this study 6 1. To examine if both strategy instruction and reciprocal teaching contribute to the acquisition of reading strategies and, thus, to the development of young students’ reading comprehension 2. To examine the effects of a potentially more classroom- appropriate intervention and so we created a condition in which RT(reciprocal teaching) was practiced in pairs
7. Research question What extent does RTP differ from RT in influencingreading strategies and reading comprehension? 7
14. Results 14 Clarifying had no significant differences between conditions at either posttest or follow-up test. At posttest, students in each of the three intervention conditions wrote better summaries than control students. At follow-up test IG students failed to create better summaries than control students, but RT and RTP students did.
15. Results 15 At posttest, RT and RTP students formulated better questions than control students. At follow-up test, only RT students outperformed control students.
16. Results 16 At posttest students in the intervention conditions made better predictions than control students. At follow-up test, RT students continued to outperform control students.
17. Results 17 At posttest, students in each of the three intervention conditions improved their reading comprehension as assessed with the near transfer test compared to the pretest. Only RT students improved in their reading comprehension (assessed with the far transfer test) from pretest to follow-up test.
18. Results 18 Students who participated in one of the three intervention conditions showed near transfer in the sense that they reached higher reading comprehension scores as assessed with the experimenter-developed task.
19. Results 19 Only students who practiced reciprocal teaching in small groups showed far transfer in the sense that they got higher reading comprehension scores as assessed with the standardized test.
20. Conclusion 20 This study corroborate the view that explicit instruction of multiple reading strategies is a feasible tool to enhance students’ reading comprehension and that third- to sixth-graders benefited most from explicit reading instruction supplemented with practice in small groups’ reciprocal teaching activities.
21. Reflection 21 The researchers detailed a lot of descriptions in research procedures and methodology. It might be useful to consider motivation variables, e.g., a student’s interest in reading.
