| | | Document Type | : | Latin Dissertation | | Language of Document | : | English | | Record Number | : | 54419 | | Doc. No | : | TL24373 | | Call number | : | 3288286 | | Main Entry | : | Israel A. Sarasti | | Title & Author | : | The effects of reciprocal teaching comprehension -monitoring strategy on 3rd grade students' reading comprehensionIsrael A. Sarasti | | College | : | University of North Texas | | Date | : | 2007 | | Degree | : | Ed.D. | | student score | : | 2007 | | Page No | : | 122 | | Abstract | : | Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students’ comprehension of text (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989). The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students’ comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs (Rosenshine & Meister, 1994; Galloway, 2003). These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed. | | Subject | : | Education; Comprehension-monitoring; Reading comprehension; Reciprocal teaching; Third-grade; Elementary education; Educational psychology; Literacy; Reading instruction; 0535:Literacy; 0525:Educational psychology; 0535:Reading instruction; 0524:Elementary education | | Added Entry | : | J. D. Laney | | Added Entry | : | University of North Texas |
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http://lib.clisel.com/site/catalogue/54419
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