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The Effectiveness of the Methods of Reciprocal Teaching

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The Effectiveness of the Methods of Reciprocal Teaching Research & Scholarship The effectiveness of the methods of TEACHR reciprocal teaching As applied within the NSW primary subject Human Society and its Environment: An exploratory study Timothy Cooper Year Four Teacher, Macquarie College, Newcastle, NSW Cedric Greive Senior Lecturer, Faculty of Education, Avondale College, NSW Abstract and write well (Afassi, 2004). The ability to read Reciprocal teaching (RT) is a process involving with discernment and write with clarity contributes four distinct activities (questioning, clarifying, greatly to academic success and teachers who fail to summarising and predicting) employed in a teach effective literacy skills to their students are not student-led, team approach to develop reading preparing them for their future (Stefani, 1998). comprehension skills among primary students. This paper reviews the broad detail of the reading In this study a series of readings were prepared process and introduces reciprocal teaching (RT) for a topic taught within the NSW key learning as one means of developing sound literacy skills area of Human Society and its Environment while at the same time developing students’ ability (HSIE). The readings were used in a study to think critically (Biggs & Moore, 1993; Carr, 1990). comparing the effects of RT with those of a The paper presents the results of a mixed-method more traditional approach to reading. A mixed- pilot study with a Year Four class within the subject, method procedure was employed with 25 Year Human Society and its Environment (HSIE), in which Four students who were divided into two groups the RT strategies were compared with those of an (control and experimental) balanced for age, effective but more traditional approach to reading sex and ability. Both groups were pre- and text appropriate to the subject. post-tested for their knowledge of information supplied within the readings. An analysis of The reading process variance of the results indicated no detriment to Successful reading depends upon the simultaneous Successful the use of the RT procedures in comparison to occurrence of two basic processes—text decoding reading the effective traditional approach taken by the and the comprehension of the resulting string of “depends home-teacher. Further, exit interviews with, and words (Kirby, 1988). Text is the collective name for upon the journal entries of students from both groups the symbols that code elements of word-sounds simul- suggested that while the students in the control (phonemes). Initial decoding involves the feature- taneous group viewed reading as a decoding process, identification of letters and their association with occurrence the students from the RT group had begun the essential phonemes that compose words of two basic to internalise the questioning and clarifying (Grainger & Ziegler, 2008). By running these processes— strategies and viewed reading as a process of sounds together in their sequential order, the reader text dealing with ideas (comprehension). recreates the coded words. While early decoding decoding requires concentrated effort and working memory and the Introduction involvement, practice permits skilled readers to compre- The average worker of the future will need the ability automatically identify words from the sequential hension of to gather, organise and interpret information of all clustering of their constituent letters and ultimately the resulting types (Rowe, 2005). In order to prepare students from word shape itself (Seymour, 2008). string of for their future roles in life, teachers need to ensure Comprehension is a function of working memory words that cognitive and metacognitive reading skills are and begins at the word level (Just & Carpenter, 2002; explicitly taught to their students (Rowe, 2005). Kirby, 1988). Strings of words create ideas that are Research indicates that poor readers evolve into given context and meaning through the involvement poor thinkers who lack the strategies needed to think of structured knowledge (schemata) already coded ” v3 n1 | TEACH | 45 Research & Scholarship into memory through prior experience. Thus, • activating appropriate and related background structured prior knowledge provides the guide as knowledge; the basic ideas, gleaned from the text, are built into • focusing on prime content and excluding trivia; main ideas and themes. Because of the involvement • critically evaluating the content for internal of prior knowledge, comprehension is a top-down consistency and comparing the content with process and in order to ensure the efficiency of the existing knowledge; comprehension process, the bottom-up decoding • using periodic reviews as a part of ongoing process needs to be made automatic so that working monitoring of comprehension; memory is free to throw its entire capacity into • drawing inferences to test predictions, making sense of the text (Just & Carpenter, 2002). interpretations and conclusions. Successful decoding alone is insufficient to From this foundation, Palincsar and Brown ensure that readers understand text (Biggs & Moore, (1986, p. 772) developed the RT process that, 1993). During early reading development many in their design, occurs within a social setting in young readers can quickly learn to decode the which students work in teams numbering four or appropriate word-sounds while understanding little five students. Members of these teams are to take Recipro- of what they have read. Simply put, comprehension turns in reading the text aloud while other team- cation can fail even when decoding is successful. Teachers members follow the passage. Reciprocation occurs “occurs as can compound this problem by focusing on decoding as each team-member successively assumes the each team- skills at the expense of the skills of comprehension. responsibility of the instructor / coordinator for the member One way of promoting early development of team. The role of the instructor / coordinator is to successively reading comprehension and critical thinking skills is lead out and ensure that the four strategies of RT, as assumes the to teach primary students a metacognitive approach listed below, are appropriately implemented. Firstly, responsi- to reading. Metacognitive practices combine three these strategies are taught and modelled by the bility of the components of reading knowledge: a general teacher who progressively passes responsibility for instructor / knowledge of the reading process; awareness of their implementation to the teams while monitoring coordinator personal strengths and weaknesses; and and scaffolding the function of each successive for the team knowledge of the purpose for which the reading instructor / coordinator within each of the teams. The is being undertaken (Kirby, 1988). Metacognitive four strategies are: readers are aware that: focused attention is Questioning: The text is read and questions are required in order to comprehend text; attention posed about the content. When questioning the text, ”wanes over time; attention is greater if the reading students are to concentrate on the main ideas and material is interesting; and comprehension is greater check their immediate level of understanding. if the material is familiar. Metacognitive readers Clarifying: While the text is being read, students are aware of their own proclivities and maximise are to critically evaluate the meaning of unfamiliar their strengths and minimise their weaknesses. words and phrases and to draw upon the collective Metacognitive readers approach reading with knowledge of the team members. In addition, they a purpose and seek only the information that is are to seek the essence of ideas, main ideas and relevant to this purpose. Finally, metacognitive themes contained in the text. readers create a record of the information necessary Summarising: When summarising, students to their purpose. As a result, metacognitive readers are to re-state the main ideas and themes in their plan for reading, monitor the process and judge the own words to ensure that they have fully understood results of reading (Krause, Bochner & Duchesne, them. 2003). Metacognitive reading strategies can be Predicting: At critical points in the reading of taught at all levels (Center, 2005; Laverpool, 2008) the text students are to pause to draw and test and one way of teaching young readers to be inferences from the text about future content. metacognitive is to employ the procedures of RT Initially, teachers closely monitor the (Biggs & Moore, 1993; Brown & Palincsar, 1985; implementation of the four strategies, stepping Palincsar & Brown, 1983). in to correct and scaffold student-efforts. Over time, the student-run teams are to take increasing Reciprocal teaching (RT) responsibility for the process, permitting the teacher From a review of the literature in relation to reading to progressively remove him- or herself from team comprehension, Palincsar and Brown (1984), mechanics and to concentrate on facilitating and concluded that effective reading comprehension was managing the process (Brown, 1986; Palincsar related to the following six key points: & Brown, 1986). Even so, teachers continue to • understanding both explicit and implicit provide feedback to student-teams about their meanings within text; implementation of the process. 46 | TEACH | v3 n1 Research & Scholarship A number of authors have commented on the • Is there evidence to suggest that, when the strengths of RT (Biggs & Moore, 1993; Carter, RT strategies are applied to reading passages 1997; Emms, 1988; Hart
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