The DOI matches its Crossref record; 40 of the 40 references it cites were found in a registry or an index.
Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language
Abstract
In this study, we investigated the efficacy of 2 related interventions on the reading comprehension of seventh and eighth graders with learning disabilities who used English as a second language. All 26 students participated in reciprocal teaching for 15 days and then were randomly assigned for 12 days to 1 of 2 groups: reciprocal teaching with cooperative grouping (n = 13) or reciprocal teaching with cross-age tutoring (n = 13). Though there were no statistically significant differences between groups on 2 measures of comprehension, students in both groups made significant progress in reading comprehension. Analyses focused on understanding the performance of more and less successful students within groups. Findings revealed that initial reading ability and oral language proficiency seemed related to gains in comprehension, that a greater range of students benefited from strategy instruction than would have been predicted on the basis of previous research, and that students in both groups continued to show improvement in comprehension when provided minimal adult support.
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Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
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Cazden, C. B. (1988) · Medical Entomology and Zoology · Cited by 3,045
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A schema-theoretic view of basic processes in reading comprehension
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Group Work, Interlanguage Talk, and Second Language Acquisition
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Cited by
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.2.223 · Cited by 837
Educating English Language Learners: A Synthesis of Research Evidence
Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006) · doi:10.1017/cbo9780511499913 · Cited by 743
Roscoe, R. D., & Chi, M. T. H. (2007) · Review of Educational Research · doi:10.3102/0034654307309920 · Cited by 647
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009) · Review of Educational Research · doi:10.3102/0034654308325998 · Cited by 599
Self-citationSwanson, H. L., & Hoskyn, M. (1998) · Review of Educational Research · doi:10.3102/00346543068003277 · Cited by 409
Metadata
- Authors
- Klingner, J. K., & Vaughn, S.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 1996-01
- Volume
- 96
- Issue
- 3
- Pages
- 275-293
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2064320288
- Cited by
- 296
- References
- 40
- FWCI
- 10.41
- Type
- journal article
- Language
- en
- Open access
- closed
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- Klingner, J. K., & Vaughn, S. (1996). Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language. The Elementary School Journal. https://doi.org/10.1086/461828
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
