Reciprocal teaching of reading comprehension in a New Zealand high school

Julia Westera, Dennis W. Moore

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)

Abstract

This paper presents an experimental evaluation of a trial implementation of reciprocal teaching procedures by high school teachers to address reading comprehension deficits in a group of their students. Forty‐six students with the lowest scores on a standardized test of reading comprehension in seven eighth‐grade classes participated in the study. Following 3 hours of instruction in reciprocal teaching procedures, four classroom teachers and two support teachers ran eight reciprocal teaching groups. Four of these groups, 20 students in all, were exposed to between 12 and 16 reciprocal teaching sessions, while 15 students in the other four groups received between six and eight sessions. The remaining 11 students served as a no‐treatment comparison group. Pre‐ and posttest scores on the standardized test served as the dependent measure. Significant gains were observed with students in the extended program, with no significant differences observed between the short program and comparison groups. Follow‐up assessments of extended program students between 3 and 7 months later showed a maintenance of comprehension gains. Implications for high schools are discussed in terms of the absence of student progress with insufficient spaced practice in metacognitive skill training and strategic resourcing for remedial comprehension instruction.

Original languageEnglish
Pages (from-to)225-232
Number of pages8
JournalPsychology in the Schools
Volume32
Issue number3
DOIs
Publication statusPublished - 1 Jan 1995
Externally publishedYes

Cite this

Westera, Julia ; Moore, Dennis W. / Reciprocal teaching of reading comprehension in a New Zealand high school. In: Psychology in the Schools. 1995 ; Vol. 32, No. 3. pp. 225-232.
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Reciprocal teaching of reading comprehension in a New Zealand high school. / Westera, Julia; Moore, Dennis W.

In: Psychology in the Schools, Vol. 32, No. 3, 01.01.1995, p. 225-232.

Research output: Contribution to journalArticleResearchpeer-review

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