![]() As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do not (Pilonieta & Medina, 2009). Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. The teacher supports the students by rephrasing or elaborating on their answers, statements, and questions. Finally, comprehension is achieved by engaging the students in a summary of either a page or the entire text selection of what they just read (Stricklin, 2011). After the text is read, questions are asked of a student or group of students to enhance retention and check how much was learned. Students then move on to clarifying things they do not understand by asking the instructor questions, or having the teacher ask questions during reading, in order to clarify difficult sections of text or point out areas where students should pay particular attention. In 2005, Oczkus coined the phrase the "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Reciprocal teaching is made up of four components: predicting, clarifying, questioning, and comprehension. Reciprocal teaching utilizes the strategy of prediction, whereby students predict before reading, and then use those predictions during reading to check if they are correct (Stricklin, 2011). That is, the process is aimed at aiding students who possess grade-level skills in letter-sound correspondence ("sounding out" words and "chunking"), but are unable to construct meaning from the texts they decode. As previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). The concept of reciprocal teaching was first developed by Annemarie Palincsar and Ann L. Reciprocal teaching is most effective in the context of small-group collaborative investigation, which is maintained by the teacher or reading tutor. Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. ![]() ![]() Annemarie Palincsar states that the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. ![]() A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text.
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