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Peer reviewed Peer reviewed
ERIC Number: EJ574570
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes.
Alfassi, Miriam
American Educational Research Journal, v35 n2 p309-32 Sum 1998
The effects of strategy instruction (reciprocal teaching methods) on reading comprehension were studied by comparing 53 high school students receiving strategy instruction with 22 who did not. Results indicate that strategy instruction is superior to traditional methods in fostering reading comprehension as measured by experimenter designed tests. (SLD)
Descriptors: Comparative Analysis, High School Students, High Schools, Instructional Effectiveness, Reading Comprehension, Reciprocal Teaching, Remedial Instruction
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED544469