Reciprocal Teaching and Comprehension: A Single Subject Research Study
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| Title: | Reciprocal Teaching and Comprehension: A Single Subject Research Study |
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| Language: | English |
| Authors: | Todd, Rebecca B., Tracey, Diane H. |
| Source: | Online Submission. 2006. |
| Peer Reviewed: | N |
| Page Count: | 48 |
| Publication Date: | 2006 |
| Document Type: | Dissertations/Theses - Masters Theses Reports - Evaluative |
| Education Level: | Elementary Education Grade 4 |
| Descriptors: | Reciprocal Teaching, High Risk Students, Grade 4, Vocabulary Development, Reading Comprehension, Inclusive Schools, Directed Reading Activity, Learning Disabilities, Teaching Methods, Intervention |
| Abstract: | The purpose of this study was to investigate how reciprocal teaching affected vocabulary acquisition and reading comprehension in four at-risk students in a fourth grade inclusion classroom. A single subject research study method was used to measure the baseline of each student. Subsequently, students were assessed daily after receiving two interventions that alternated during a six week period: reciprocal teaching and guided reading. Key findings indicated that three of the participants increased in both vocabulary acquisition and reading comprehension skills. However, there were no differences found when both interventions were used for one of the participants. Overall, all participants gained the most benefits from the reciprocal teaching method. (Contains 8 charts.) [Master's Thesis, Kean University.] |
| Abstractor: | Author |
| Number of References: | 35 |
| Entry Date: | 2006 |
| Accession Number: | ED491502 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to investigate how reciprocal teaching affected vocabulary acquisition and reading comprehension in four at-risk students in a fourth grade inclusion classroom. A single subject research study method was used to measure the baseline of each student. Subsequently, students were assessed daily after receiving two interventions that alternated during a six week period: reciprocal teaching and guided reading. Key findings indicated that three of the participants increased in both vocabulary acquisition and reading comprehension skills. However, there were no differences found when both interventions were used for one of the participants. Overall, all participants gained the most benefits from the reciprocal teaching method. (Contains 8 charts.) [Master's Thesis, Kean University.] |
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