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Action Research Project
Transcript of Action Research Project
Professional Research Project
Origins of Reciprocal Teaching
What does the literature say?
Results - Pretest
Do the reciprocal reading strategies 'predictor', 'questioner', 'clarifier' and 'summariser' improve Year 1 reading comprehension?
Reciprocal Teaching To Improve Reading Comprehension
21 students (10 girls, 11 boys)
All students from LBOTE
4 new arrivals
K-6 government school
Low socio-economic area
Approx. 580 students
40 different cultural
30% refugee population
comprehension needed in everyday life
A large emphasis has been placed on decoding text but not enough on comprehension. It is imperative that teachers teach students the comprehension strategies they need to succeed as future readers (Myers, 2005).
Develop self-monitoring strategies
(Cooper and Greive, 2009)
Improves listening skills
Promotes deeper understanding and higher-order thinking
(Almasi, 1995; Meyer, 2010)
Increases/improves peer dialogue
What I think
promote deeper understanding of books
become independent readers
develop self monitoring strategies
reading strategies not used before reciprocal teaching
post-test of reflection cards
Year 1 students not too young to learn strategies
Asking clarifying questions is difficult
Too many strategies for such a short amount of time
Try puppets again but with sufficient time to implement RT
Introduce small group reading sessions
Almasi, J. F. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Research Reading Quarterly, 30 (3), 314-351.
McLaughlin, M., & Allen, M. B. (2009). Guided comprehension in grades 3-8 (2nded.).Newark, DE: International Reading Association.
Myers, P.A. (2005). The princess storyteller, clara clarifier, quincy questioner, and the wizard: reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59 (4), pp 314-324.
Palinscar, A. S., & Brown, A. L (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition &Instruction, 1(2), 117- 175.
Petty, G. (2009). Evidence-based teaching – A practical approach. United Kingdom: Nelson Thornes Pty.
Pilonicta, P., & Medina, A. L. (2009). Reciprocal teaching for the primary grades: 'We can do it, too!' Reading Teacher, 63(2), 120-129.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
Puppets a good strategy to engage students, particularly those learning English as a second language.
Some students benefited from the intervention
Students need further development in clarifying questions
Findings are not very reliable
summary of book using bullet points
Vygotsky's 'zone of proximal development' (1978)
Week 1: Becoming familiar with the class
Week 2: Pre-test reflection cards
Week 3: Predicting puppet
Weeks 4-5: Pre-test and Questioning puppet
Week 6: Clarifying puppet and post-test
Week 7: Pre-test and Summarising puppet
Week 8: Post-test and Summarising activity.
Week 9: Post-test reflection cards
The rubrics will show how students have scored, the frequency, and if any improvements have been made (i.e. increase in score)
Student reflections will strengthen the connection between what i have observed and the effectiveness of RT.