Learning Development Services - University of East London - www.uel.ac.uk
Classroom-based projects in Reciprocal Teaching : Promoting Dialogue in Guided Reading Sessions
Promoting Effective Talk in Classrooms Conference
5-11-10
Developing
reading comprehension
skills
Theory How do we comprehend?
Pedagogy What works?
PracticeHow can we
make it happen?
Learning Development Services - University of East London - www.uel.ac.uk
Key aim Key questions
Key elements
Developing
reading comprehension
skills
Theory How do we comprehend?
Learning Development Services - University of East London - www.uel.ac.uk
Key aim Key questions
Key elements
Understanding written texts
Linguistic process
Knowledge bases
Cognitive processes
Domain knowledge
Pragmaticknowledge
General knowledge
Memory
Semantics
InferencesSyntax
Comprehension monitoring
Further factors
Fluency Age
Reading goals
Motivation
Standards for coherence
Developing
reading comprehension
skills
Theory How do we comprehend?
Pedagogy What works?
Learning Development Services - University of East London - www.uel.ac.uk
Key aim Key elements
Key questions
Reciprocal Teaching (RT): Why bother?It works!....
In different contexts…..• 14-15 year old poor comprehenders (Alfassi,
1998)
• Year 6 poor comprehenders (Greenway, 2002)
• Year 4/ 5 average comprehenders (Kelly, Moore and Tuck, 1994)
• Science teaching with 10 year olds (King & Parent Johnson, 1999)
• Narrative teaching with 6 year olds (Hacker & Tenent, 2002)
• Year 7/8 ESL students (Fung, Wilkinson, & Moore, 2003)
Reciprocal Teaching Addresses 4 important comprehension strategies
• Predicting
• Questioning
• Clarifying
• Summarising
What?
Where?
Why?
Teacher-led sessions
• Predicting
• Questioning
• Clarifying
• Summarising
Student-led sessions
• Predicting
• Clarifying
• Questioning
• Summarising
Developing
reading comprehension
skills
Theory How do we comprehend?
Pedagogy What works?
PracticeHow can we
make it happen?
Learning Development Services - University of East London - www.uel.ac.uk
Key aim Key elements
Key questions
Planning for Reciprocal Teaching
Prior to the session1. Select reading material at the appropriate level for
instructional teaching and learning (90-95% accuracy)
2. Divide text into sections
3. Devise 2-3 questions for each section and make them visibleQuestion types
• “on the surface of the text” - literal • “between the lines” - deductive inferences• “beyond the text” - prior knowledge, inductive
inferences, evaluations
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