Reciprocal teaching (RT) is a scaffolded discussion technique that uses four comprehension strategies - predicting, clarifying, questioning, and summarizing - to improve reading comprehension. Research shows that RT significantly improves students' reading comprehension test scores when implemented consistently. The document provides guidance on how to implement RT in classrooms at all grade levels, including connecting it to RTI frameworks through different tiers of instruction.

1. Helping Readers Soar with Reciprocal Teaching
Presented by: Jennifer Kilmer
jen_kilmer@swsd.k12.ps.us
What is RT?
• A scaffolded discussion technique built on four strategies that good readers use to
comprehend text:
– predict, clarify question, and summarize (Palincsar & Brown)
–
What are the Goals of RT?
• To improve students’ reading comprehension using four comprehension strategies:
predict, clarify, question, summarize
• To scaffold the four strategies by modeling, guiding, and applying the strategies while
reading
• To guide students to become metacognitive and reflective in their strategy use
• To help students monitor their reading comprehension using the four strategies
• To use the social nature of learning to improve and scaffold reading comprehension
• To strengthen instruction in a variety of classroom settings-whole group, guided reading
groups, literature circles, intervention
• To be a part of the broader framework of comprehension strategies that comprises
previewing, self-questioning, making connections, visualizing, knowing how work,
monitoring, summarizing, and evaluating
Harvey & Goudvis, 2007; Keene & Zimmermann, 2007; McLaughlin & Allen, 2002; Oczkus, 2004, 2010; Pearson,
Roehler, Dole, and Duffy, 1992)
What Does the Research Say about RT?
• Creators of RT – Palincsar and Brown (1986)
– Used RT with a group of students for 15-20 days, students’ reading on a
comprehension assessment increased from 30% to 70-80% (Oczkus, 2010)
• Study by Palincsar and Klenk (1991)
– Students comprehension not only improved immediately, but students also
maintained their improved comprehension skills when tested a year later
• Originally designed for small-group instruction with struggling middle school students
• Proven to produce consistent positive results when implemented across all grade-levels
and groupings (small group, whole group, teacher led groups, etc.)
• Rosenshine and Meister (1994) reviewed 16 studies of RT and concluded that reciprocal
teaching is a technique that improves reading comprehension (Oczkus, 2010).
• Lubliner (2001) stated that, “RT is an effective teaching technique that improves on the
kind of reading comprehension that is necessary not only for improved test scores, but
also for life in the information age.” (Oczkus, 2010).

2. How do I Implement RT in my Classroom?
• Use at any grade level and in all genres (fiction, nonfiction, etc.)
• Introduce each strategy individually
– One or two lessons on each strategy
• Teacher modeling scaffolding, think-alouds
– I do, we do, you do
• Cooperative learning
• Metacognition
• Use of props, gestures, etc. (optional)
Predict
• Predicting with Fiction
– Preview cover, title, and illustrations
– Preview text structure looking for clues using story structure: setting, characters,
problem, resolution, events, and a theme or lesson
– Use the frame: I think this is about…because…
• Predicting with nonfiction
– Preview headings, illustrations, and text
– Look for clues to predict
– Preview text structure and decide if it is compare-contrast, sequence, main idea
and details, cause-effect
– Use the frame: I think I will learn…because…
Clarify
Clarifying Strategies: to clarify an idea
• I reread the parts that I don’t understand.
• I read on to look for clues
• I think about what I know
• I talk to a friend
Clarifying Strategies: to clarify a word
• I reread
• I look for word parts I know
• I try to blend the sounds together
• I think of another word that looks like this word.
• I read on to find clues.
• I try another word that makes sense.
Question
• Good readers ask wonder questions before and during reading.
• During reading good readers ask “quiz” questions that can be answered or inferred from
the text.

3. • Question stems, questions cans/bags
• In the book/In my head
Summarize
• Researched-based way to improve reading comprehension (Duke & Pearson, 2002)
• Summarize during and after reading.
• Organization depends on type of text. (Lipson, 1996)
– Narrative-characters, setting, problem/solution, events
– Expository-important points/ideas
• Make it exciting!!
– 25 word summary, human paragraph, pass a summary, etc.
How does RT connect with RTI?
• RTI is “a process of implementing high-quality, scientifically validated instructional
practices based on learner needs, monitoring student progress, and adjusting instruction
based on student’s response to the intervention.”
• Tier 1
• Teach all 4 strategies as a package
• Use tools to monitor RT strategies
• Use in a variety of groupings
• Provide targeted instruction through mini-lessons
• Use RT with read-aloud, shared reading, small groups, partner reading, and
independent reading
• Tier 2
• Meet with target students and provide small group instruction using all 4 RT
strategies
• Teach quick mini-lessons based on students needs with the strategies (P,C,Q,S)
• Provide extra word work and support in phonics and phonemic awareness after
reading text using the Fab Four
• Tier 3
• Provide more direct instruction in books at student’s instruction level using all 4 RT
strategies.
• Continue to provide specific word work needed based on observations.
• Provide mini-lessons on each of the strategies when needed.
Notes:
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