An experimental study of reciprocal teaching of expository text with third, fourth, and fifth grade students enrolled in Chapter 1 Reading
The purpose of the study was to determine if instructing and modeling reciprocal teaching comprehension monitoring strategy, using expository text, would have a significant effect on the reading comprehension achievement of third, fourth, and fifth grade Chapter 1 Reading students.The population of...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Published: |
2011
|
| Subjects: | |
| Online Access: | http://cardinalscholar.bsu.edu/handle/handle/176301 http://liblink.bsu.edu/uhtbin/catkey/720344 |
| Summary: | The purpose of the study was to determine if instructing and modeling reciprocal teaching comprehension monitoring strategy, using expository text, would have a significant effect on the reading comprehension achievement of third, fourth, and fifth grade Chapter 1 Reading students.The population of the study consisted of third, fourth, and fifth grade students enrolled in regular classrooms and in Chapter 1 Reading in two Midwestern school corporations. There were 266 students in the study.The experimental group received instruction and modeling in reciprocal teaching comprehension monitoring strategy by the Chapter 1 teachers. The control group did not receive instruction and modeling of the strategy.The Iowa Test of Basic Skills, Form G (Levels 9, 10, 11), was administered as the pretest and posttest. An analysis of covariance (ANCOVA) was used to evaluate differences between the experimental group and the control group which may have resulted from the treatment effect. The hypotheses tested the reading comprehension achievement gain, science achievement gain, and social science achievement gain.Findings1. It was found that there were significant differences in third, fourth, and fifth grade students in science achievement gain when they had instruction and modeling of reciprocal teaching.2. It was found that there were significant differences in third grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.3. It was found that there were no significant differences in fourth and fifth grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.Conclusion This study has been one attempt to add to the body of knowledge concerning reciprocal teaching comprehension monitoring strategy. |
|---|