The DOI matches its Crossref record; 47 of the 47 references it cites were found in a registry or an index.
Reciprocal Teaching: A Review of the Research
Abstract
Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenter-developed comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.
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Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
“Reviews of experimental and quasi-experimental studies have found these strategic approaches produce positive effects for text comprehension (see, e.g., Pressley, 1998; Rosenshine & Meister, 1994).”
BackgroundPISA 2018 Assessment and Analytical Framework
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Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
Kulik, J. A., & Fletcher, J. D. (2016) · Review of Educational Research · doi:10.3102/0034654315581420 · Cited by 930
Metadata
- Authors
- Rosenshine, B., & Meister, C.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1994
- Volume
- 64
- Issue
- 4
- Pages
- 479
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2138255374
- Cited by
- 800
- References
- 47
- FWCI
- 19.07
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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