This review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension finds that teaching students the cognitive strategy of generating questions results in gains in comprehension as measured by posttests. Skill-based instruction and reciprocal teaching yield similar results. (SLD)

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might result in improved reading comprehension. This review of 16 quantitative studies generally supports the efficacy of reciprocal teaching but also indicates the need for further research into cognitive strategy instruction. (SLD)

Since the introduction of the concept of reciprocal teaching by A. S. Palincsar and A. L. Brown in 1984, researchers have conducted a number of studies that attempted to replicate and/or extend the original one. A review was conducted of 19 studies that used reciprocal teaching to help students improve their ability to comprehend text. The review…