This dissertation investigates the potential of sustained use of academic vocabulary in reciprocal dialogue to improve educational equity for fifth-grade students with specific reading disabilities. Students with reading disabilities often struggle with acquiring academic vocabulary, which can hinder their overall academic performance and limit…

Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized…

The aim of this study was to investigate the applicability of Internet Reciprocal Teaching (IRT) for remedial English reading instruction in the EFL context, specifically for the purpose of overcoming the reading difficulties encountered by low-achieving Saudi students majoring in English at the University of Jeddah. The treatment phase lasted…

Students who have problems comprehending textual material tend to experience failing grades, peer rejection, and even social isolation. Furthermore, students with poor reading comprehension demonstrate poor academic performance in all subjects, not due to difficulty in learning specific subject content (i.e., math, history, etc.), but rather their…

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding…

Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva…

This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n = 33 boys) and control (n = 33 boys). ANCOVA and T test were employed…

Metacognitive strategies are needed for readers to be successful in comprehending nonnarrative social studies texts. The purpose of this study was to investigate the metacognitive strategies used by proficient readers (students reading above-grade-level) and struggling (students reading below-grade-level) readers comprehending social studies…

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to…

Shares with fellow teachers the author's professional journey with reciprocal teaching. Describes the technique, highlights students' pre- and post-reciprocal teaching perspectives on themselves and their reading, shares her daily journal entries, and offers conclusions. Hopes that others will be motivated to try this technique as it holds much…

Ms. Johnson was concerned about the inconsistent performance of several of her students in solving mathematical word problems. A number of her students were one to two grade levels below their grade placement in reading, spoke English as a second language, and had identified reading disabilities. On mathematics assignments that required minimal…

This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…

Describes how a sixth-grade teacher modified the reciprocal teaching strategy to use with a group of struggling readers. Describes implementing the strategy, reviews data on effectiveness with her students, and recommends modifications for students engaged in silent reading. (SR)

Adolescents who are experiencing difficulties in reading are found to have problems in word recognition, read at a slow pace, and comprehend slowly (Ivey, 1999). As these students move on in grade level, they are inadequately equipped with the reading comprehension skills needed in order to deal with higher level text. Struggling readers lack…