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Reciprocal Teaching and Special Education
Transcript of Reciprocal Teaching and Special Education
Special Education - 21
Early Intervention Program - 37
English Speakers of Other Langugaes - 52
Gifted - 66
How I got here...
- Need in my current classroom
- Interested in fueling student success
- Curious about strategies that might
be effective in my personal classroom Some of the various strategies suggested for reading comprehension instruction with learning disabled students included:
collaborative strategic reading (CSR)
POSSE (Predict, Organize, Search, Summarize, Evaluate)
SQ3R (Survey, Question, Read. Recite, Review) Reciprocal Teaching - What is it?
- 4 comprehension strategies: Predicting, Questioning, Summarizing, Clarifying
- Small group, explicit instruction with gradual release principle - All teacher instruction, Teacher/Student instruction, Student-led instruction
- Teaches students to use multiple strategies together in order to gain deeper understanding of fiction and non-fiction texts Reading comprehension and Assessment
- Standardized testing is not enough to measure
reading comprehension. The natura of multiple choice standardized tests does not allow the higher levels of Bloom's Taxonomy to be effectively assessed.
- Reading comprehension is most effectively assessed through on-going assessments such as:
* Running records
* Comprehension passages
* Anecdotal records
* Teacher/student conferences My Sample:
4th & 5th Grade Special Ed Resource
Eligibilities - LD and ADHD
Girls - 3 Boys - 5
ESOL - 5 students
I hypothesize that the Reciprocal Teaching strategy will increase students’ understanding of the comprehension skills and therefore increase their comprehension scores on the DRAII and DRAII short form assessment administered throughout the year. Hypothesis Design and Procedures Action research - Purpose was to identify a strategy effective for improving reading comprehension in my current classroom with a selected group of students who are struggling. - Explicit instruction of reciprocal teaching strategy.
- Gradual relsease of strategies to students.
- Student led reciprocal teaching sessions. Assessment Tools - Tri-annual DRAII
- Weekly DRAII short form
- Observation checklists with specified student objectives
- Reciprocal teaching rubric for teacher assessment AND student self-assessment Data Analysis - Individual and Group data
- Individual data reports on specific successes and helps with reporting on IEPs
- Group data evaluates success of strategy as a whole - Tells if the strategy was beneficial and effective in increasing reading comprehension skills Limitations Threats to Internal Validity:
- Differential selection of participants - Participants
are not randomly selected and the sample size is very
small. However, this is not as large a threat due to the
action research design of my study.
- Maturation - Students are maturing as they prepare for
middle school. Many students in the upper elementary grades
undergo drastic development changes in short periods of time.
- Attrition - Students may move, have circumstances that require
them to be absent for periods of time, exit out of the special
education program, etc. Threats to External Validity:
- Personological Variables - Very individualized sample - Implications of study will be very different and personalized for each subject involved
- Ecological Validity - There are factors outside of the school day as well as at school that will affect the students in ways that may carry into the results of the study. Next Steps What components of reciprocal teaching make it effective in a resource special education setting? What are students’ attitudes toward reading with the implementation of a strategy that increases their ability to comprehend? What modifications could be made to the reciprocal teaching strategy to make is compatible for use in the younger grades and/or with students with more severe disabilities?