reciprocal teaching: improving students reading comprehension

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Reciprocal Teaching: Improving Students ReadingComprehensionNora O'MalleyHamline University

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RECIPROCALTEACHING:

IMPROVINGSTUDENTSREADINGCOMPREHENSION

by

NoraG.O’Malley

ACapstonesubmittedinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtsinLiteracyEducation

HamlineUniversitySt.Paul,Minnesota

May2017

Committee:MarciaRockwood,PrimaryAdvisorKimKnutilla,SecondaryAdvisorKathleenLopiano,PeerReviewer

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Mom,Dad,andCaitlin~Thankyouformakingthisallpossible.IwouldnotbewhereI’mattodaywithoutyour

support.Thehomemademealsandlaundryservicewasn’tbadeither☺

Kevin~Foryourwordsofencouragementandstickin’

withmethepasttwoyears-Thankyou.

Marcia,Kim,andKathleen~Thankyoufortheoutstandingfeedbackandguidancethroughoutthisprocess.

Icouldn’taskforamoresupportiveteam.

3

TableofContents

CHAPTERONE........................................................................................................................................................... 4Introduction ............................................................................................................................................................... 4ProfessionalPractice ..........................................................................................................................................................5Will’sReadingJourney .......................................................................................................................................................6Conclusion ...............................................................................................................................................................................8

CHAPTERTWO........................................................................................................................................................10LiteratureReview ..................................................................................................................................................10Introduction......................................................................................................................................................................... 10UnderstandingComprehension .................................................................................................................................. 11UnderstandingFluency................................................................................................................................................... 15RelationshipBetweenFluencyandComprehension ......................................................................................... 18DefiningReciprocalTeaching ...................................................................................................................................... 20Conclusion ............................................................................................................................................................................ 29

CHAPTERTHREE ...................................................................................................................................................30Methods......................................................................................................................................................................31TheRationaleforCurriculumDevelopment ......................................................................................................... 31TheLearningEnvironment ........................................................................................................................................... 32Participants .......................................................................................................................................................................... 33CurricularFramework .................................................................................................................................................... 34Conclusion ............................................................................................................................................................................ 35

CHAPTERFOUR ......................................................................................................................................................36Results.........................................................................................................................................................................36CurriculumDevelopment............................................................................................................................................... 36Conclusion ............................................................................................................................................................................ 69

CHAPTERFIVE ........................................................................................................................................................70Conclusion.................................................................................................................................................................70PossibleImplications....................................................................................................................................................... 71PossibleLimitations ......................................................................................................................................................... 72FutureResearch................................................................................................................................................................. 73FinalThoughts .................................................................................................................................................................... 73

BIBLIOGRAPHY.......................................................................................................................................................75

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CHAPTERONE

Introduction

“Ifthepurposeforreadingisanythingotherthanunderstanding,whyreadatall?-StephanieHarvey&AnneGoudvis

Readinghasalwayscomenaturallytome.Growingup,classicslikeTheRainbow

Fish,WheretheWildThingsAreandTheGivingTreefilledmyshelvesandIhadnoproblem

choosingtoreadoverplayingoutside.Ivividlyremembergettinglostinthestoryline,

imaginingmyselfasthecharacterandanxiouslypredictingwhatwastocome.Itwasatthis

youngagethatIrealizeditwasnottheactofreadingthatIwasattractedto,itwasthe

storythatcamealongwithit.

AsIbeganmyteachingcareerthreeyearsagoasanaïvethirdgradeteacher,I

assumedthatmystudentswouldautomaticallysharealoveforreadingandtheabilityto

understandthestorylikeIhad.Boy,wasIwrong!AlthoughIwasblessedwithadiverse

groupoflearners,manyperformedbelowgradelevel.Iwasnotonlyconfusedbytheirlack

ofmotivationtoread,butalsobytheirlackofunderstandingwhattheyread.Alarge

portionofmyclasscoulddecodeandreadthewordsbeautifully,butwhenaskedsimple

questionsaboutthereading,theywouldstareatmeblankly.Iimmediatelyfeltillequipped

andconfusedonhowtohelpthesestudentscomprehend.Wasn’treadingcomprehension

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supposedtobeanautomaticskill?Iftheycanreadthewordstheyshouldbeabletorecall

whattheyread,right?Thisconfusionandfrustrationledmetoaskmyresearchquestion:

Howcanreciprocalteachingbeusedtoincreasecomprehensionskillswithfluentreadersin

theprimarygrades?

ProfessionalPractice WhenIthinkbackonmypathofbecomingateacher,thereisnodoubtinmymind

thatitallstartedwithmystudentteachingexperience.Iwasfortunatetoworkwithsecond

gradersinaCatholicelementaryschool.Iwassoexcitedtojumprightinandlearn

everythingtherewastolearnaboutbeingateacher.

Ihadtheprivilegeofworkingwithawonderfulandcaringcooperativeteacherwho

hadmanyyearsofexperienceandknowledgeabouttheprofession.Withthatbeingsaid,I

woulddescribeherteachingstyleasverytraditional.The45-minutereadingblock

consistedofreadingthestoryfromthebasalasawholegroupandthenansweringthe

comprehensionquestionsattheend,alsoasawholegroup.Iperseveredthroughthefour

monthsofstudentteachingtrulybelievingthatiswhatreadingtimelookedlike.Notonly

wasthisinstructiontobewholegroup,butitassumedthatallstudentsunderstoodand

comprehendedatthesamelevel.

Thisstyleofteachingseemedtoworkformycooperatingteacherandherstudents

atthetime.Theyallhadtheabilitytopassthetestsattheendoftheunitandmoveonto

thirdgrade.However,Icannothelpbutlookbacknowandwonderhowexplicit

comprehensionstrategyinstructionwouldhavepositivelyaffectedtheirreading.Did

simplyansweringliteralquestionsallowthemtoacquiretheproperskillstocomprehend

morecomplextextinthefuture?Ifstudentscouldreadthewords,doesthatautomatically

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meantheyunderstoodthecontent?Atthetime,myanswerstothosequestionswereyes,

butitwassoontochange.

Oddly,Ileftthisexperiencefeelingpreparedandreadytoteach.Inreality,Iwasnot

preparedandreadytoteachagroupofdiversestudentswhoseneedswerevaried.Clearly,

Ilackedasolidfoundationinteachingstudentstoread,andmorespecifically,howto

comprehend.TheonlycomprehensionstrategyIhadinmytoolboxwastohelpstudents

answerthequestionsattheendofastory.Iassumediftheycouldreadthetextandanswer

thosequestions,theywouldbesuccessfulreaders.Moredangerously,Ialsoassumedifthey

couldreadthewords,theunderstandingportionwouldfollow.

Will’sReadingJourney Reflectingonmypastexperiences,onestudentinparticularcontributedtomy

interestinthistopic.Willwasastudentinmythirdgradeclassduringmyfirstyearof

teaching.Hewasaverylikeablechildwhowasthefirstonetothrowhishandupto

participate.Willlovedtoreadandevenconsideredhimselfagoodreader.Hehadno

troublereadingoutloudtohisclassmatesormyself.BecauseIknewhecouldreadfluently

Iwouldvolunteerhimtoreadoutloudregularly,whichinreturnincreasedhisconfidence.

IhadnodoubtthatWillwouldbeoneofmybrighteststudentsthroughouttheupcoming

schoolyear.

UponhearingWill’sfluentreadingIplacedhiminmyadvancedreadinggroup.It

wasnotuntilsmallgroupthatInoticedtherealproblem.Afterwefinishedreadingthe

leveledreader,Iautomaticallystartedtoaskcomprehensionquestions.Willwasupfirst.I

askedhimthesimplerecallquestionfromthetext.Hestammeredoutafewrandomwords,

paused,andeventuallysaid,“Idon’tknow.”Notonlywashestumped,butIwasstumpedas

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well.Itdidnotmakesensetome.HowcouldWillbesucha“good”readerbuthavenoidea

whathehadread?Stanovich(1986)cameupwiththeterm“wordcalling.”Thisiswhenthe

wordsinthetextareefficientlydecodedintotheirspokenformswithoutcomprehensionof

thepassagetakingplace.ThisconceptdescribedWillperfectly.Hedidnotunderstandthat

readingalsorequiredthinking.

Forthemostpart,Willhadmefooled.Itturnedout,helackedanextremely

importantpieceofthereadingpuzzle,likemanyotherstudents.Thatmissingpiecewas

comprehension.Ibelievedhewasagoodreaderbecausehecouldreadthewordsfluently

withalmostnoerrors.Ihaveneverbeenmorewrong.ItwasatthismomentthatIrealized

therearetwoequallyimportantcomponentsofreading:decodingandcomprehension.In

ordertobeasuccessfulreader,learnersmusthaveboth.Asamoreexperiencedteacher,I

nowrecognizethatIwasjudgingWill’sreadinglevelbasedonhisabilitytodecode,nothis

abilitytodecodeandconstructmeaningfromthetext.Frankly,Iwasbaffledbyastudent

whoseunderstandingofthetextdidnotcomeautomatically.

OnceIrealizedWilldidnotcomprehendwhatheread,Ibegantotakeaction.

ImmediatelyIthoughtthathewaschoosingbooksthatweretoohardforhim.Therefore,

wehadcountlessconversationsaboutchoosingjustrightbooks,andIwouldcheckinwith

himoccasionallytomakesurethebookshechosewereonhislevel.However,thisstrategy

didnotsolvetheproblem,soItaughthimhowtolookbackinthetexttofindanswersto

thequestions.Wepracticedoverandoveragaingoingbackintothetexttopullout

answers.Althoughhiscomprehensionincreasedslightly,Iknewhedidnotgrowtohisfull

potential.

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IwillneverforgetthedayIreceivedhisresultsfromtheNESAstatetest.Will’s

readingscorewasoneofthelowestintheclass.AlthoughIknewhestruggledwith

comprehension,Iwasstillshockedtoseetheproof.Evenmoredifficultwastryingto

explainhisscoretohisparents,whoalsoviewedtheirsonasaproficientreader.Theworst

partwasthatIwassupposedtohavetheanswers.AfterallIwastheprofessionaleducator,

andyetwestaredateachother,notknowingwhattodo.Iwasprovidingtheonlysolutions

Iknewtothisproblemanditclearlywasnotworking.

ReflectinguponWillandsimilarstudentswhohavethesamechallenge,Iamstillleft

withthequestion:Howcanreciprocalteachingbeusedtoincreasecomprehensionskillswith

fluentreadersintheprimarygrades?IbelieveIneedtofindawaytosupportstudentswho

keepgettingpushedalongbecausetheyareconsideredgoodreaders,butinrealitylackthe

abilitytocomprehend.Readingismuchmorethandecodingthewords.Itisultimately

aboutthinkingandconstructingmeaning.Whenencountering“wordcallers”likeWill,I

strivetogainabetterunderstandingofstrategiesthatwillimprovetheircomprehension

andunderstandingofthetext.UltimatelyIhopethatmystudentswillfallinlovewiththe

storyofreading,likeIdidasachild.

Conclusion Asateachingprofessional,itismyresponsibilitytopreparemystudentstobe

proficientlifelongreaders.Thismeansnotonlyteachingthemhowtoreadthewords,but

alsohowtounderstandthetext.InChapterTwoofthiscapstoneproject,Iwillprovide

currentresearchonfluencyandcomprehensioninstructionaswellascomprehension

strategies.Additionally,myresearchwillfocusontheexplicitconnectionbetweenfluency

andcomprehensionanddescribereciprocalteaching,aspecificcomprehensionstrategy.

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Next,ChapterThreewilldiscussthemethodologysurroundingthecurriculum

developmentunitonreciprocalteachingthatIcreate.Firstofall,Iwilldescribethe

learningenvironmentandframeworkfortheunit.Then,ChapterFourwillincludethe

curriculumIdeveloped,includinglessonstosupportreciprocalteaching.Finally,in

ChapterFive,IwillreflectonwhatIhavelearnedfromdesigningandimplementinga

curriculumthatfocusesonreciprocalteaching.Iwillalsodiscussthelimitationsand

implications,aswellasanyfuturerecommendationsforthisareaofstudy.

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CHAPTERTWO

LiteratureReview

“Readinggivesussomeplacetogowhenwehavetostaywhereweare.”-MasonCooley

Introduction Readingcomprehensionisattheheartofallreading.Intheworldofeducation

today,unfortunately,someteachersdisregardtheimportanceofcomprehension.Beingin

suchafastpacedenvironment,itiseasyforteacherstoneglecttheimportanceof

comprehensionstrategyinstruction.Itcanbeeasytoassumethatfluentreadingequatesto

understandingthemeaning.Judgingoffpastexperience,thatisnotalwaysthecase.Tovani

(2000)elaboratesonthemeaningofwordcallersandstates,“Wordcallershavemastered

decodingand,asabonus,alsochoosetoread.However,theydon’tunderstandthatreading

involvesthinking”(p.15).Inaddition,GambrellandMorrow(2015)insist,“Asignificant

numberofreaderswhostrugglewithcomprehensiondosodespitehavingadequateword

recognitionskills”(pg.224).Therefore,itismygoaltoexplicitlyteachcomprehension

strategiestofluentreaders,inorderforthemtoconstructmeaningfromthetext.This

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leadsmetoaskthequestion:Howcanreciprocalteachingbeusedtoincrease

comprehensionskillswithfluentreadersintheprimarygrades?

Thischapterwillbeginbydefiningandexplainingtheconceptsofcomprehension

andfluency.Inaddition,itwillexplorewhatthecurrentresearchershaverevealedabout

comprehensionandfluencyinstruction.Secondly,itwilldescribetherelationshipbetween

fluencyandcomprehension.Thisincludesprovidinganexplanationoffluencyasa

predecessorofcomprehension,versustheideathatfluencyandcomprehensionare

intertwined.Finally,thischapterwillexaminetheresearchononespecificcomprehension

strategy,reciprocalteaching.Itwillexplicitlydiscusshowtoincorporatethisstrategyinto

classroominstructiontoincreasestudents’comprehension.

UnderstandingComprehension TheWebster’sdictionarydefinescomprehensionas,“Theactionorcapabilityof

understandingsomething.”Ultimatelycomprehensionistheprimaryreasonforreading.If

studentsarenotabletounderstandwhattheyhaveread,thenwhatisthepointofreading?

AccordingtoHarveyandGoudvis(2007),constructingmeaningisthegoalof

comprehension.Theyrecommendthatstudents:

• Monitorunderstanding

• Enhanceunderstanding

• Acquireandactivelyuseknowledge

• Developinsight

Initially,readingcomprehensionwasaboutliteralunderstandingofthetext,butHarvey

andGoudvis(2007)explainmoredeeply,“Truecomprehensiongoesbeyondliteral

understandingandinvolvesthereader’sinteractionwiththetext”(pg.14).Inotherwords,

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readersshouldbeabletocomprehendwhattheyarelearninginadditiontothinkingabout

whattheyarereading.

Harvey(2011)continuestodescribethemeaningofcomprehensionas

understanding.Shecontendsthat,“Comprehensionisnotaboutspittingoutfactsandfilling

inblanks”(pg.117).Rather,itisencouragingstudentstoactivelythink,andthinkdeeply

aboutissues,orconceptsinordertoapplythisthinkingtotheirownexperiences.Inthe

end,thereasonweteachcomprehensionissothatstudentscanturnthisinformationinto

knowledgeandactivelyuseit.

McLaughlin(2012)revealsthatmeaningisconstructedfromtextwhenreaders

connecttheirbackgroundknowledge(whattheyalreadyknow)towhattheyarereading

(thetext).Thisrelatestotheconstructivistviewpointofschematheory.Schematheory

states,themorepriorknowledgeastudenthasonthetopic,theeasieritwillbeforthemto

makesenseofthetext(Tracey&Morrow,2012).Similarly,DukeandPearson(2002)add,

“Goodreadersdrawfrom,compareandintegratetheirpriorknowledgewithmaterialin

thetext”(pg.107).Basedonthisresearch,comprehensiontakesplacewhenreadersmake

connectionsbetweentheirexperiencesandthematerialtheyarereading.

Inthefollowingsubsections,Iwilldescribethecomprehensioncontinuumandhow

itisusedtoguidestudents’comprehension.Additionally,Iwillexplaintheimportanceof

comprehensionstrategyinstruction.Thisincludesanexplanationofself-regulatedlearners

andtherolemetacognitionplaysinincreasingreaders’comprehension.

Comprehensioncontinuum.HarveyandGoudvis(2013)designedacontinuumof

comprehension,whichactsasaspectrumofunderstanding.Thisincludesfive

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comprehensionpracticesstartingfromthelowestlevelandgraduallymovingtowards

moreadvancedthinking.Thefivepracticesare:

• Answeringliteralquestions

• Retelling

• Mergingthinkingwithcontent

• Acquiringknowledge

• Activelyusingknowledge

Answeringliteralquestionsistheleastsophisticatedpracticeofcomprehension.The

processdoesnotdisplayunderstanding,butratherallowsstudentstoscanforanswersand

pickoutonethatmatchesthequestion(Harvey&Goudvis,2013).Thesecondcomponent

ofthecomprehensioncontinuumisretelling.Retellingdemonstratesshort-termrecalland

organizingeventsinastory.Thisalsodoesnotdemonstrateunderstanding.Understanding

beginsoncereadersmergethinkingwithcontent.Byengaginginquestioning,synthesizing,

andreactingtoinformation,readersarebeginningtoconstructmeaningfromthetext.

Oncereadersmergetheirthinkingwiththecontent,theycanstarttoacquireknowledge.

Thismeanstheyareabletounderstanddeeperbecausetheyaretakinganactivestancein

theirlearningbytrulythinkingaboutthecontent.Finally,whenreadersactivelyusetheir

knowledgetheycanapplyittonewexperiencesintheirdailylivesandultimatelytake

action.Thesefivecomprehensionpracticesserveasatooltoguidestudentstowardshigher

levelsofthinkingandunderstanding.

Comprehensionstrategyinstruction.Studentswhocomprehendpoorlyneedmore

thansimplyhavingcontentknowledge.Theyneedtolearnhowtoaccessthisknowledge

andintegrateittomakemeaningofthetext.Inotherwords,theyneedstrategyinstruction

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(Gambrell&Morrow,2015).AccordingtoPilonietaandMedina(2009),“Comprehension

strategiesareconscious,deliberate,andflexibleplansreadersuseandadjustwhilereading

orwhencomprehensionbreaksdown”(pg.120).Inaddition,thegoalofstrategy

instructionisforstudentstobecomeself-regulatedlearners.Self-regulatedlearnersnot

onlychoosefromavarietyofdifferentstrategies,butalsoareawareifonedoesnotwork.If

thechosenstrategyisunsuccessful,theywillchooseanotheronethatissuccessful

(Pilonieta&Medina,2009).Inthesamemanner,GambrellandMorrow(2015)mentionthe

harminteachingstrategiesinisolation.Thiscausesteacherstopromptstudentstousethe

specificstrategyinsteadofencouragingstudentstomaketheirowndecisionsaboutwhich

strategytouse.Insummary,studentsneedavarietyofdifferentstrategiestochoosefrom

andmusthavetheabilitytodetermineparticularstrategiesthatworkbetterthanothers.

Tovani(2011)elaboratedoncomprehensionstrategybyexplaining,“Strategiesare

notaboutusingstickynotesandhighlighters.Strategiesareintentionalplansthatreaders

usetoconstructindependentthought”(pg.180).Inotherwords,strategiesgivereadersa

waytointeractwiththetext.AccordingtoTovani(2011),poorreaderslosemotivation

whenthemeaningdoesnotautomaticallyappear.Theyblameitontheboringtextorthat

theycannotread.

Allreadersneedtoknowhowtoproceedwhenmeaningbreaksdown.Theyneed

strategyinstruction.Comprehensionstrategiesdonotchangeasstudentsprogressthrough

thegrades.Rather,thestrategiesbecomemorecomplexandsophisticatedasthetext

becomesmoredifficult(Tovani,2011).Basedonresearch,strategyinstructionwillhelp

readersbemoreawareofhowcomprehensionstrategiescanhelpthemmakemeaningof

thetext.

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Furthermore,GambrellandMorrow(2015)mentiontheimportanceofstudents

activelymakingdecisionsontheirownabouthowtomakesenseofthetext.Thisconceptis

calledmetacognition.AccordingtoVanKeer&Vanderlinde(2010),“Thegoalof

metacognitiveinstructionistohelpreadersbecomemoreawareoftheirownthinking

duringthereadingprocesswhich,ultimately,shouldleadtoincreasetextcomprehension”

(pg.73).Inordertocreatemetacognitivereaders,onemustteachthemtheconditions

underwhichthestrategyisused,inadditiontoteachingthestrategyitself.Inotherwords,

studentsmustconsiderwhere,when,andwhytheymightuseaparticularstrategyinorder

tomeettheirreadinggoal(GambrellandMorrow,2015).

Inaddition,GambrellandMorrow(2015)emphasizetheimportanceofteaching

strategiesinsetsratherthanindividually.Thishelpsstudentsdeterminewhenandwhere

theyshouldusethestrategy,howtochoosefromavarietyofstrategies,andhowto

recognizeiftheirchoicesarehelpingthemcomprehend.Inlikemanner,“Goodreadersdo

notusecomprehensionstrategiesoneatatimeastheyread.Rathertheyorchestrateand

coordinatea‘set’or‘family’ofstrategiestocomprehendtext”(Reutzeletal.,2005,p.279).

Insummary,itisrecommendedthatcomprehensionstrategiesbetaughtinagroupsothat

studentscanusemultiplestrategiesastheyread.

UnderstandingFluency Inthepast,fluencywasviewedasanoralreadingphenomenon(Pikulski&Chard,

2005).TheNationalReadingPaneldefinedreadingfluencyas“theabilitytoreadtext

quickly,accurately,andwithproperexpression”(NICHD,2000,p.3-5).Thisdefinition

strictlyfocusesonfluencyasanoralreadingpractice.However,newdefinitionshave

emergedthatincludemorethanjustoralreading.TheLiteracyDictionary:TheVocabulary

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ofReadingandWritingdefinedfluencyas“freedomfromwordidentificationproblemsthat

mighthindercomprehension”(Harris&Hodges,1995,p.85).Thisdefinitionexpandson

themeaningofreadingfluencytoincludecomprehension.

Formanyyears,Rasinski(2004)hasbeenaleadingresearcherinthefieldof

fluency.Hehasattributedfluencyasanimportantfactorinstudentreadingsuccess.He

definesfluencyas,“Thereader’sabilitytodevelopcontroloversurfaceleveltext

processingsothatheorshecanfocusonunderstandingthedeeperlevelsofmeaning

embeddedinthetext”(pg.46).Inotherwords,readingrequiresstudentstoprocessthe

text(surfacelevelofreading)andcomprehendthetext(thedeepermeaning).Once

studentscansuccessfullyreadthetext,theycanfocusonreadingformeaning.

Morerecently,Samuels,EdigerandFautsch-Patridge(2005),haveexploredthe

meaningoffluency.Theyassert,“Theessentialingredientinfluencyistheabilitytodecode

andcomprehendatthesametime”(2004,pg.2).Thatistosay,areaderwhocanread

accuratelyandwithspeed,butstrugglestocomprehend,isnotconsideredafluentreader.

Theymustbeabletodecodeandcomprehendsimultaneously.Samuels,Edigerand

Fautsch-Patridgecontinuetodescribetheimportanceofimplementingfluencyinstruction

tothepointofautomaticity,sothatreaderscanhavethecognitivespacetounderstandthe

passage(2005).Basedonthisdefinition,itisclearthatfluencyisnotjusttheabilitytoread

accuratelyandorallywithexpression,butisrelatedtotheabilitytocomprehendaswell.In

thesubsectiontofollow,Iwillpresentresearchthatdescribesthecomponentsoffluency

includingautomaticity,prosody,andspeed.

Componentsoffluency.AccordingtoRasinski(2012),fluencyhastwomajor

components:automaticityandprosody.Automaticityreferstotheabilityforreadersto

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recognizethewordsautomaticallyoreffortlessly.Prosodyreferstoreadingwith

expression,whichleadstocomprehension.Whenreaderscanidentifythewordsinthetext

automatically,theycanfocustheirattentiononcomprehension.Inaddition,fluentreaders

useprosody,orexpressionintheirvoicetohelpconveymeaning.Forexample,when

readersemphasizeacertainwordinthetext,itaddsimpliedmeaning.Inotherwords,

meaningthatisnotclearlystated.Therefore,Rasinskiexplains,“Prosodyallowsthereader

toinferinformationthatisnotexplicitlystatedinthepassage”(2012,pg.519).Hesums

thisupbyfurtherexplainingthat,automaticityisthelinktowordrecognitionwhereas,

prosodycompletesthebridgebylinkingfluencytocomprehension(Raskinski,2012).

Aspreviouslystated,Samuels,EdigerandFautsch-Patridge(2005)believefluencyis

theabilitytodecodeandcomprehendatthesametime.Theycontendtheother

componentsoffluency(accuracy,speedandoralreadingexpression)aresimplyindicators.

Expandingonthisidea,theyexplainthatthecomponentsoffluencyareinterrelated.For

example,ifastudentishavingdifficultywithonecomponent,thereadingprocessislikely

tobedisrupted.

IncomparisontoRasinski(2012),Samuels,EdigerandFautsch-Patridge(2005)

describetheconnectionbetweenaccuracyandcomprehension.Theysuggestthatifa

studenthasdifficultywithaccuratelyreadingthewords,theircognitiveloadwillincrease,

thereforemakingitdifficulttoretaintheinformationread.UnlikeRasinski(2015),

Samuels,EdigerandFautsch-Patridge(2005)explainanothercomponenttofluency,which

isspeed.Avarietyoffactorsinfluencethespeedofareaderincluding,theirpurposefor

reading,thevocabularyandwordrecognitionabilities,andthespeedatwhichareader’s

mindcanprocesswhattheyarereading(Samuels,Ediger&Fautsch-Patridge,2005).

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Thefinalcomponentoffluencyaddressedisoralreadingexpression.Thisincludes

pitches,voicechanges,andpausesthatoccurinregardstopunctuation.Oralreading

expressionisrelatedtocomprehensionbecauseitcommunicateswhatthereaderis

interpretingtobeimportantandhowthereaderunderstandsthetext(Samuels,Ediger&

Fautsch-Patridge,2005).Inconclusion,ifreaderspossessthesecomponentsoffluency,itis

anindicationtheywillbeabletodecodeandcomprehendatthesametime.

RelationshipBetweenFluencyandComprehension Pikulski&Chard(2005)stressthattherelationshipbetweenfluencyand

comprehensioniscomplex.Accordingtotheresearch,thereisevidencetosupportboth

positions:fluencyaspredecessorofcomprehension,aswellasfluencyandcomprehension

intertwined.Intheirreviewoffluencyresearch,Stecker,RoserandMartinez(1998)

articulate,“Fluencyhasbeenshowntohaveareciprocalrelationshipwithcomprehension,

witheachfosteringtheother”(p.300).Therefore,fluencyandcomprehensiongohandin

hand.Readersmustreadfluentlyinordertocomprehendandreadersmustbeableto

comprehendinordertoreadfluently.Similarly,PikulskiandChard(2005),viewfluencyas

alargedevelopmentalprocessinwhichdecodingskillswillformabridgetoreading

comprehension.Basedonthisview,fluencyisdirectlyrelatedtocomprehension.The

followingsubsectionswillexplaindeeperthiscomplexrelationshipbetweenfluencyand

comprehension.

Fluencyaspredecessorofcomprehension.AccordingtoLaBergeandSamuels

(1974),humanbeingscanattendtoonlyonethingatatime.Inordertodotwothingsat

once,wemustalternateourattentionbetweenthetwoactivities.However,insomecases,

ifoneoftheactivitiescanbeperformedautomatically,thenhumanswouldbeabletodo

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morethanonethingatatime.Readingrequirestwo“activities”orprocesses:decodingand

comprehension.WhenLaBergeandSamuel’sideaisappliedtoreading,thereaderwould

notbeabletofocusattentiononbothworddecodingandcomprehensionatthesametime.

PilulskiandChardagreewiththisandcontend,“Ifattentionisdrainedbydecodingwords,

littleornocapacityisavailablefortheattention-demandingprocessofcomprehending”

(2005,pg.511).Therefore,inorderforcomprehensiontotakeplace,thereadermustbe

abletodecodeautomatically.Basedonthisassumption,fluencywouldbeconsidereda

predecessorofcomprehension.

Additionally,Rasinski(2012)mentionstheimportanceoflearnersreadingthe

wordsautomatically.HeexpandsonLaBergeandSamuel’sideaoflimitedamountof

attentionorwhathecalls,cognitiveenergy.Sincereaderscannotusetheircognitiveenergy

towardstwotasksatonce,itisessentialthattheycanreadautomaticallysothatcognitive

spaceisavailabletocomprehend.Ifstudentsareconstantlyusingtheircognitiveenergyto

decodewords,therewillbenomorelefttomakemeaningofthetext.Thesearethesame

readerswhowouldunderstandastorybeingreadtothembecausetheycansolelyfocuson

comprehendinginsteadofdecoding(Rasinski,2012).Similarly,Applegate,Applegate,and

Modla(2009)include,ifreadersarenotabletoautomaticallydecodethewords,theefforts

theyusetodecodewilllimittheirabilitytosuccessfullycomprehend.Therefore,increases

instudentfluencyshouldresultwithincreasesinreadingcomprehension.

Fluencyandcomprehensionintertwined.Otherresearchersbelievethatfluencyand

comprehensionshouldbedevelopedsimultaneously.Forexample,Schwanenflugel(2006)

insiststhatsuchskillsbetaughtatthesametimesothatthereadercanseetherelationship

betweenthem,andinreturn,becomeincorporatedintotheirinternalmonitoringsystems.

20

Ifthiswerethecase,studentswouldrealizetheconnectionbetweenfluencyand

comprehensionandbeabletoself-monitorwhilereading.

Ontheotherhand,Walczyk&Griffith-Ross(2007)believethatfluencyand

comprehensionskillsarerelatedtotheextentbywhichthestudentfindsthematerial

interesting.Theyassert,“Morefluentreadersareengagedbychallengingandinteresting

tasks,otherwisetheymayreadlackadaisically”(pg.566).Thisresearchsupportstheidea

thatiffluentreadersarenotinterestedinthematerialanddonotfinditengaging,they

maystrugglewithcomprehension.

Furthermore,WalczykandGriffith-Ross(2007)elaboratebyreportingthatstudents

whocanreadthewordswithouteffortmaynotbeengagedinthetext.Insteadofreading

formeaningortounderstand,theysimplyflythroughreadingthewords,allowingtheir

mindtowander.Basedonthisassumption,havingtostrugglealittlewithwordmeaning

helpsstudentstostayengaged.Therefore,havingtheabilitytoreadfluentlymaynotbe

necessaryinordertocomprehendwell.

InthissectionIhavepresentedfoundationalresearchonthetermscomprehension

andfluency.Additionally,Ihavedescribedtherelationshipbetweenfluencyand

comprehension.Thisresearchpavesthewayforthequestiondrivingthiscapstoneproject:

Howcanreciprocalteachingbeusedtoincreasecomprehensionwithfluentreadersinthe

primarygrades?Lookingforward,Iwilldiscussreciprocalteachingandhowincorporating

itintoinstructionwillimprovestudents’comprehension.

DefiningReciprocalTeaching

ReciprocalteachingoriginatedfromPalincsar&Brown’s(1986)ideaoftheadult

andstudentstakingturnsassumingtheroleoftheteacher.Whoeverisassignedthe

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teacherisresponsibleforleadingadiscussionaboutapassagethatstudentsarereading.

ReciprocalteachingisaversionofSocialConstructivism,atheorycreatedbyLevVygotsky.

AtthepremiseofVygotsky’sworkisthebeliefthatchildrenlearnasaresultoftheirsocial

interactionswithothers(Tracey&Morrow,2012).BasedonVygotsky’stheory,reciprocal

teachingisaprocessinwhichstudentsareinteractingwithothers,thereforemaximum

learningwillresult.

Reciprocalteachingusesfourcomprehensionstrategies:predicting,clarifying,

generatingquestions,andsummarizingtohelpstudentsunderstandwhattheyarereading.

Theprocessworkslikethefollowing:First,theteacherintroducesandmodelsthefour

comprehensionstrategies.Itisimportantthatstudentslearnrulestohelpthemusethe

strategyandensuretheyarecapablewitheachstrategybeforetheymoveontothe

discussionpiece(Palincsar&Brown.1986).Atthebeginning,theteacherwillleadthe

discussion,modelinghowsheusesthestrategieswhilereading.Next,oneofthestudents

leadsthegroupusingthesamefourstrategies.Thentheteachermonitorsandadds

assistancewhenneededtokeepthediscussionontrack.Finally,asstudentsgetmore

comfortablewiththeprocess,theroleoftheleadershiftstootherstudentsinthesmall

groupsothattheyareresponsibleforfacilitatingthediscussion(Brown&Dewitz,2014).

Whileusingthesestrategies,studentsworkinsmallgroupsthroughdiscussionto

constructmeaningofthetext(Pilonieta&Medina,2009).Kelly,Moore,andTuck(2001)

suggestthereciprocalteachinggroupsmeetabout20timesfor30-minutesessions.

Additionally,PalincsarandBrown(1984)recommendgroupingheterogeneouslybyageor

readingabilitylevel.Doingsowillallowthelower-performingstudentstobenefitby

learningfromthemoreeffectivepeermodels.

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Eachcomprehensionstrategyplaysanimportantroleinthereadingprocess.

However,Oczkus(2003)notesitisimportanttounderstandthatthefourreciprocal

teachingstrategiesarepartofacomprehensivereadingcomprehensionprogram.This

programisbasedonallthestrategiesgoodreadersuseincluding,makingconnections,

monitoring,previewing,andknowinghowwordswork.

Thereisnotafixedorderinwhichtousethereciprocalteachingstrategies;it

dependsonthetextandthereader.Forexample,beforereadingatext,itwouldmakemore

sensetopredictinsteadofsummarize.Asstated,byengaginginreciprocalteaching,

studentswilldeepentheirreadingcomprehension.

RosenshineandMeister(1994)developedthreecoreprinciplesofreciprocal

teaching.Thethreeprinciplesare:

• Zoneofproximaldevelopment

• Prolepticteaching

• Expertscaffolding

Thezoneofproximaldevelopmentreferstothezoneofwhatstudentscanaccomplish

independentlyversuswithassistance.Thezoneofproximaldevelopmentallowsreadersto

accomplishmorethantheycouldwhenontheirown,becauseofsupportfromanadult.At

thebeginning,astudentwillneedmoresupportbut,astheskilldevelops,lesssupportis

required(Brown&Dewitz,2014).Prolepticteachingconsistsoftheteachergradually

releasingtheresponsibilityofimplementingthestrategytothestudents.Thisrequiresthe

teacherstograduallyremovethemselvesasthesoleprovidersofinformationduringthe

process.Asaresult,studentssupportoneanother(Pilonieta&Medina,2009).Finally,

duringreciprocalteaching,theinstructionissupported,orscaffolded.Studentsareableto

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tryouttheprocessinasupportedenvironment,whichultimatelyleadstothembeingable

toworkindependentlytocomprehendthetext.Inotherwords,thesupportstudents

receiveeventuallyallowsthemtoreachthenextreadinglevelandguidethemthrough

moredifficulttexts(Oczkus,2003).Thesethreeprinciplesarepartofwhatmakes

reciprocalteachingasuccess.

Morerecently,Oczkus(2013)mentionsfourinstructionalfoundationsnecessaryin

ordertogetthemostoutofreciprocalteaching.Thefourfoundationsare:

• Scaffolding

• Think-Alouds

• Metacognition

• CooperativeLearning

Aspreviouslymentioned,scaffoldingisnecessaryinordertoadvancereaderstothenext

level.Thesupportstudentsreceiveatthebeginning,guidesthemthroughmorechallenging

textsandreadingtasks.Successfulreciprocalteachinginvolvesthink-alouds.Becausethis

strategyisbasedoffdiscussion,studentsmusttalkaloudaboutthefourstrategies.Oczkus

(2013)notesitisimportantforteacherstomodelthethink-aloudprocessandencourageit

tobeusedeverytimestudentsengageinreciprocalteachinglessons.Metacognitionisan

essentialcomponentinreciprocalteachingbecauseitallowsstudentstoconsciouslythink

andreflectontheirstrategyuse(Oczkus,2013).Finally,becausereciprocalteachingisa

discussiontechnique,cooperativelearningplaysalargerole.Throughinteractingwith

theirpeers,studentsareabletocomprehendmoredeeply.AccordingtoOczkus(2013),

cooperativelearningalsooccurswhenstudentsthinkaloudduringdiscussionsandreflect

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ontheirmetacognitivethinking.Byincorporatingthesefourcomponentsintoreciprocal

teachinglessons,readerswillbenefitgreatly.

Inthefollowingsubsections,Iwilldiscussindetailthefourstrategiesusedduring

reciprocalteaching:predicting,questioning,clarifying,andsummarizing.Inaddition,Iwill

addresshowtousethefourstrategieswhenengaginginreciprocalteachinglessons.

Finally,Iwilldescribehowreciprocalteachingusesmetacognitiontoimprovestudents

readingcomprehension.

Roleofthepredictor.Predictingisthefirststrategyusedwhenengagingin

reciprocalteaching.AccordingtoGambrellandMorrow(2015)predictingconsistsofthe

readersthinkingaboutwhatwillcomenextinthetext.Whilereading,studentsrevisetheir

previouspredictionsandmakenewones.Oczkus(2003)elaboratesbyexplainingthat

readersuseinformationfromthetextandtheirpriorknowledgetomakepredictions

duringthereadingprocess.Whilepredicting,readerswillinteractwiththetext.Thishelps

themtobemoremotivatedtoreadthematerialinadditiontoimprovingtheir

understandingofthetext.Ultimately,whenstudentsmakepredictionswhilereading,their

comprehensionwilllikelyimprove.

Whilemodelingtheroleofthepredictorforstudents,Oczkus(2003)suggests

havingadiscussionofthetextstructureofstorieswithstudents.Infictionstories,this

wouldinclude,reviewingthecharacters,setting,problemandresolution.Next,sheadvises

tohavestudentspreviewthecover,illustrationsandtitletolookforcluesofeventsthat

mayhappeninthetext.Whenreadingnonfictionstories,discussspecifictextfeaturessuch

asheadings,mapsortables.Thisallowsstudentstopredictwhattheywillbereading.

Oczkus(2003)alsorecommendsusingastorymaporgraphicorganizertoprovide

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studentswithvisualclueswhilemakingpredictions.Additionally,thestudents’language

whilepredictingconsistsofphrasesthatstartwith:Ithink…I’llbet…Iwonderif…I

imagine…Isuppose…Ipredict…(Mowery,1995).Byusingthesephrases,studentsareable

toanticipatewhatwillcomenextinthetext.Whenthepredictionstrategyismodeled

constantly,andteachersprovidesupport,studentsareultimatelyabletousethisstrategy

independentlywhileengaginginthereciprocalteachingprocess.

Roleofthequestioner.Questioningisthesecondstrategyusedinreciprocal

teachinglessons.GambrellandMorrow(2015)assertthatquestioningoccurswhen,

“Readersaskquestionsaboutthetext,author’sideas,andtheirownthinking”(p.253).

Furthermore,HarveyandGoudvis(2007)suggestthatwhenreadersaskquestions,and

seekanswers,theyaremonitoringtheircomprehensionandconstructingmeaningfrom

thetext.Inaddition,goodreadersalsoformulatequestions,whichisamoredifficultand

complextask(Oczkus,2003).Shealsocontendsthatwhenreadersknowaheadoftimethat

theyarerequiredtogenerateaquestion,theywillreadwithagreaterawarenessofthe

text’simportantideas.Basedoffthisresearch,notonlyaskingquestions,butalso

formulatingquestionsisanimportantstrategygoodreadersusetohelpcomprehendthe

text.

Whilehavingreciprocalteachingdiscussions,Oczkus(2003)suggestsassigningthe

studentsto“betheteacher”whiletheycreatequestionsthatarebasedoffessentialpartsof

thestory.Studentswillbegintotakeownershipanddeveloppridewhilecreatingquestions

andaskingoneanothertoanswerthem.Modelinghowtogeneratequestionsiskey.Oczkus

(2003)recommendsstartingsimplebymodelinghowtowritequestionsinwhichthe

answerisfoundwithinthetext.Oncestudentscontinuetoseehowquestionsare

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formulated,thequalityanddepthoftheirquestionswillincrease.Examplesofquestion

wordsstudentsmayuseinclude:who,what,when,where,why,how,andwhatif.In

summary,goodreadersusequestioningtohelpconstructmeaningofthetext.Inreciprocal

teachinglessons,studentsareabletocreatequestionsbasedonthemainideaand

importantdetails,whichintheend,increasestheircomprehension.

Roleoftheclarifier.Clarifyingisthethirdstrategythatreciprocalteachinguses.For

somestudentsitisachallengetorecognizeunclearsentencesorwords.Accordingto

Oczkus(2003)thedifficultiesmayoccurbecausesometimesstudentsareabletoread

everywordinthepassage,butstruggletounderstandthemainidea.Inordertoassistwith

thistask,clarifyingisused.Furthermore,Oczkus(2003)explains,“Clarifyinghelps

studentsmonitortheirowncomprehensionastheyidentifyproblemsthattheyarehaving

incomprehendingportionsoftextorfiguringoutdifficultwords”(p.17).Inotherwords,

whenstudentsaretaughttomonitortheirreadingandusestrategiestosolveproblemsas

theyarise,ultimatelytheircomprehensionwillimprove.

Oczkus(2003)firstsuggestsmodelinghowtofigureoutadifficultword.Duringthis

process,teacherandstudentsdiscusswordpartsor“chunks”andthecontextaroundthe

word.Theyusestrategiestoworktogethertofigureouttheunknownwords.However,

somestudentsmightbehesitanttosuggestwordsthatcausedthemdifficulty.Ifthisisthe

case,Oczkus(2003)recommendsaskingthemtofindawordayoungerchildmightfind

difficult.Then,thediscussioncantakeplaceonhowtoteachthiswordtoayoungerchild.

Thelanguageofclarifyinghastwoparts:identifyingtheproblemandclarifyingstrategies.

Identifyingtheproblemmayincludethefollowingprompts:Ididn’tunderstandthepart

where…Thissentenceisnotclear.Thisdoesn’tmakesense.Ican’tfigureout…Clarifying

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strategiesmayincludethefollowingprompts:IlookforpartsthatIknow.Ireread.Itryto

blendthesoundstogether.Itryanotherwordthatmakessense.Ireadontolookforclues.I

thinkaboutwhatIknow.Insummary,clarifyingisanimportantstepofreciprocalteaching

becauseitdirectlygivesstudentsstrategiestousewhentheyencounteraproblemwhile

reading.Whenstudentslearnhowtoclarifyconfusingpartsordifficultwordsinthetext,

theybecomemorecapableandindependentreaders.

Roleofthesummarizer.Thefinalstrategythatstudentsuseduringreciprocal

teachingissummarizing.HarveyandGoudvis(2007)definesummarizingas,“Pullingout

themostimportantinformationandputtingitinourownwordstorememberit”(p.179).

WhereasGambrellandMorrow(2015)state,“Summarizingiswhenreadersthinkabout

whattheyhavereadorlearned.Theymayfocusonrecallingthetext,paragraphs,or

sentences”(p.253).Finally,Oczkus(2003)believes,“Tosummarizeeffectively,students

mustrecallandarrangeinorderonlytheimportanteventsinatext”(p.18).Whenreading,

eachnewpieceofinformationaddstotheoverallmeaningofthetext.Intheend,when

studentsarecapableofnotonlyproducingtheirownsummary,butalsoobservingand

takingpartinclassmates’summaries,theywillbecomemoreproficientreaders.

Reciprocalteachingallowsstudentstoengageinthesummaryprocess.The

organizationofthesummarydependsonthetypeoftext,narrativeorexpository.When

summarizinganarrativestory,Oczkus(2003)suggestsstudentsusethesetting,characters,

problems,eventsandresolutiontohelpstructuretheirsummaries.Whereas,summarizing

anexpositorytextrequiresstudentstorecallimportanteventsandarrangethemina

logicalorder.Thefollowingpromptsmaybeusedtohelpstudentsguidetheirsummaries:

Themostimportantideasinthistextare…Thispartwasabout…Thisbookwasabout…

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First,…Next,…Then,…Finally,…Themaincharactersare…Thestorytakesplace…To

conclude,whenstudentssummarize,theyareabletoconstructanoverallunderstandingof

thetext.

Reciprocalteachingandmetacognition.Aspreviouslymentioned,inorderfor

readerstodeterminewhichstrategytouseandwhenitwouldbemostappropriate,they

mustbemetacognicallyaware.Inotherwords,beawareoftheirownthinking.Inaddition,

researchsupportsmultiplestrategyinstructionsothatstudentsaretaughthowtouse

multiplestrategiesastheyread.Reciprocalteachingisaprocessthatincorporatesmultiple

strategyinstruction.Reciprocalteachingallowsstudentstodiscusstheirthinkingandhow

theyusethestrategiesofpredicting,questioning,clarifying,andsummarizing(Oczkus,

2003).Studentswillnotonlybeabletousethestrategies,butalsodeterminewhich

strategytousebasedonthereadinggoal.Byincorporatingreciprocalteachinginto

strategyinstruction,studentswillbeusingmetacognition,andultimatelyimprovetheir

ownreadingcomprehension.

Oczkus(2003)listscommentsinwhichstudentsareusingmetacognitivethinking

duringreciprocalteaching.Forexample,“Predictionhelpedmetodaybecauseitgotme

interestedinthereading”(pg.23)or,“IhadtorereadthebooktogetthemainideasoI

couldaskaquestion”(pg.23).Thesecommentsdemonstratethatthereaderisawareof

one’sownthinkingprocess.Notonlyaretheyawareoftheirthinking,butalsoareableto

makedecisionstohelpbetterunderstandthetext.Inaddition,Oczkus(2003)articulates,

“Metacognitionisanintegralcomponentinreciprocalteachingbecausestudentslearnto

consciouslythinkaboutandreflectontheirstrategyuse”(pg.23).Intheend,studentshave

29

theabilitytousethesamestrategiesthatgoodreadersusewhenmonitoringtheirreading

comprehension.

Conclusion HarveyandGoudvis(2007)remindusthat,“Comprehensioninstructionisn’tjust

onemorething.Infact,whenitcomestoreading,it’sthemostimportantthing”(p.13).Too

manystudentsareneglectedbecauseoftheirabilitytoreadfluentlybutinabilityto

comprehend.Astudentshouldnotbeconsideredaproficientreaderjustbecauseheorshe

canreadthewords.Ibeganthiscapstoneprocesssearchingforasolutiontoaddressthis

issueandIbelievereciprocalteachingcanprovidefluentreaderswiththecomprehension

supporttheyneed.Reciprocalteachingallowsstudentstocollaborateusingthestrategies

necessarytostrengthentheircomprehension.Whenstudentsbecomeengagedinsuch

meaningfullearning,theywillbuildskillsinordertopreparethemfortheworkforceand

beyond.

Inthischapter,Ipresentedareviewofcurrentresearchontheterms

comprehensionandfluency,includingthecomplexrelationshipbetweenthetwo.Next,I

describedtheprocessofreciprocalteachingandhowitworkstowardsincreasing

comprehensioninreaders.Finally,Iexplainedindetailthefourstrategiesusedduring

reciprocalteaching,predicting,questioning,clarifying,andsummarizingincludinghowto

incorporatethesestrategiesintoreciprocalteachingdiscussions/lessons.Theresearch

providedinthischapterstrivestoanswer:Howcanreciprocalteachingbeusedtoincrease

comprehensionwithfluentreadersintheprimarygrades?

MovingforwardinChapterThree,Iwillpresenttherationaleformycurriculum

projectusingreciprocalteaching.Inaddition,thesettingandparticipantsforwhomthe

30

curriculumisbeingdesignedforwillbeaddressed.Finally,Iwilldescribemyframework

andmethodologyforthereciprocalteachingcurriculumthatIhavedeveloped.

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CHAPTERTHREE

Methods

“Readingisthinkingguidedbyprint.”-LucyCalkins

AsIhavedevelopedthiscapstoneprojectthusfar,thequestionguidingmeis:How

canreciprocalteachingbeusedtoincreasecomprehensionskillswithfluentreadersinthe

primarygrades?ThischapterwillbeginbydiscussingwhyIdevelopedthiscurriculumand

theprocessIusedtodevelopit.Next,Iwilldescribetheparticipantsandthetypeof

learningenvironmentthiscurriculumhasbeendesignedfor.Finally,Iwillexplaina

frameworkforunderstandingthecontentofthiscurriculum.

TheRationaleforCurriculumDevelopment Mygoalindesigningacurriculuminreciprocalteachingwastoincrease

comprehensionskillswithprimarystudentswhocanreadfluently.Asstatedinthe

previouschapter,reciprocalteachingcanhelpstudentsdevelopmetacognitivethinking

skills,whichinreturnincreasestheircomprehension.Inaddition,Oczkus(2003)mentions

theimportanceofmixingwhole-classinstructionwithothergroupings.Therefore,

32

developingacurriculumthatutilizesreciprocalteachinginawholegroupaswellassmall

groupcanbebeneficialtostudents.

Idesignedthiscurriculumunittosupportbothwholegroupandsmallgroup

settings.Initiallessonswillbetaughtwholegrouptobuildbackgroundknowledgeand

introducethefourstrategiesofreciprocalteaching.Ideallypriorknowledgeofthe

strategiesaswellascooperativelearningstrategieswouldbeintroducedpriortoengaging

withthecurriculum.Thefollowinglessonswillconsistofawholegrouplessonwiththat

skillbeingreinforcedinsmallgroupsofstudents.Intheend,thegoalistohavestudents

usingallfourstrategiessimultaneouslyinasmallgroupsetting.

Inaddition,theimplementationofreciprocalteachingallowsteacherstoteach

studentscomprehensionstrategieswhilehavingafocusinacontentarea.Forthepurpose

ofthiscapstoneproject,Ichosetousethethirdgradesocialstudiesstandardstodrivethe

contentofthecurriculum.Morespecifically,Ifocusedonthehistorystrand.Thiswillallow

teacherstomeetthestandardsofbothlanguageartsandsocialstudiesinoneclassperiod.

ThereciprocalteachingcurriculumthatIhavedesignedisintendedtobeusedin

classroomsintheprimarygrades.Theprimarygradeswouldconsistofstudentsin

kindergartenthroughthirdgrade.However,somestrategiesorlessonscouldbeadapted

andusedwithstudentsintheoldergrades,iftheappropriatemodificationsaremade.

TheLearningEnvironment TheschoolatwhichIworkatisoneof45elementaryschools(K-8)inanurban

schooldistrictwhere63percentofstudentsreceivefreeorreducedlunch.Inadditionto

45elementaryschools,thedistrictalsohassevenmiddleschools(6-8)andeighthigh

33

schools(9-12).Intotal,thedistrictserves35,428studentsduringthe2016-2017school

year.

TheschoolatwhichIcurrentlyworkhousesstudentsingrades3-8.Thetotal

numberofstudentsis394withthefollowingdemographicbreakdown:46%Caucasian,

27%Black,19%Hispanic,4%AmericanIndian,2%Asian,andlessthan1%Pacific

Islander.Fifty-sixpercentofstudentsreceivefreeorreducedlunch,whichisslightlybelow

thedistrictaverage.Theschoolisacommunityschoolwiththemajorityofstudentsliving

intheneighborhood.

OneuniquecharacteristicofmycurrentpositionisthatIworkparttimeasan

associateeducator.Isplitmytimebetweenthreethirdgradeclassroomsandprovide

supportforteacherswhereveritisneeded.ThismeansthatIfollowinstructionsfromthe

leadteacherbasedonwhatshefeelsisbest.Thissituationprovidesawonderful

opportunitytocollaboratewiththeclassroomteacher,butitalsoprovideslimitationsof

whatIcanorcannotdo.Therefore,Iplantoimplementthiscurriculuminthe2017-2018

schoolyearinasettingwhereIwillbetheleadteacher.

Participants AfterthisschoolyearIintendtomovetoOmaha,Nebraska.Ihavebegunthe

processofjobsearching,butitistooearlytoknowwhatmyexactpositionwillbe.

Therefore,Iwillplanfortheparticipantstobeatypicalthirdgradeclass.Ideally,theclass

sizewouldbearound25students,withanevendistributionofboystogirls.Allofmy

studentswillparticipateinthewholegroupandsmallgrouplessons.Itwouldbemost

beneficialtocomprisethesmallgroupsofnomorethanfourstudentspergroup.Ipredict

thatIwillhavestudentswhowillreceivespecialeducationservicesorreadingintervention

34

duringtheliteracyblock,soIwillhavetoplanaccordinglyinorderforallstudentsto

receiveinstruction.

CurricularFramework ThecurriculumthatIhavedevelopedincludeslessonsforbothwholegroupand

smallgroupsettings.Thedecisiontodesignthecurriculuminsuchaformatwasinspired

byLoriOczkus(2013)includingthecurrentresearchonreciprocalteaching,whichI

presentedinmyChapterTwoLiteratureReview.HarveyandGoudvis(2011)werealso

inspirationalintheareaofreadingcomprehensionandtheimportanceofreadingto

understand.Additionally,Palincsar&Brown(1984)providedfoundationalresearchinthe

areaofreciprocalteaching,whileOczkus(2013)elaboratedbyofferingpracticalstrategies

touseduringreciprocalteachinglessonsintheclassroom.

ThecomprehensionlessonsprovidedsupporttheCommonCorelanguagearts

standards,whilethecontentofthelessonssupportthethirdgradesocialstudiesstandards.

Aspreviouslymentioned,throughintegrationoflanguageartsstandardsandcontentarea

standards,Iwillbemoreefficientinmyuseofclassroomtime.Additionally,studentsare

learningtobestrategicreaderswhilealsolearningthecontentrequiredofthesocial

studiesstandards.ThecurriculumIdevelopedcontainsthefollowingcomponents:

• Indicateswhetherthelessonistobetaughtwholegrouporsmallgroup.

• Liststhesocialstudiesstandardinwhichthecontentofthetextwillconsist

ofthecollectionofstandardsallrelatetohistorywithdifferentsubstrands.

• Identifiesthepurposeconsistingofwhatstudentswillbeabletodoin

regardstoreciprocalteaching.

35

• Incorporateslessonsthatsupportthegradualreleaseofresponsibility:

modeled,shared,guided,andindependent.

• Providesopportunitiesforassessmentofstudentlearning.

TheunitIhavecreatedisacollectionoffifteenlessons,whichareeithertaughtwhole

grouporsmallgroupdependingonthecontent.Somelessonscanbetaughtmultipletimes

duringtheunit,othersaretobetaughtonlyonce.Theunitisdesignedtoteachtwo-three

lessonsperweek.Reciprocalteachingisnotcomprehensiveenoughtostandaloneasa

methodofcomprehension.Therefore,itshouldbetaughtinadditiontoallstrategies

necessaryforstudentstocomprehendtheirreading(Oczkus,2003).Iplantoimplement

thiscurriculumduringthenextschoolyearandanticipatespendingsixweeksontheunit.

Conclusion ChapterThreeexplainedthereasonbehinddesigningacurriculumbasedon

reciprocalteaching.Next,itdiscussedthelearningenvironmentandparticipantswho

wouldbeparticipatinginthecurriculumimplementation.Finally,theframeworkforthe

curriculumwasdescribed.LookingforwardtoChapterFour,thereciprocalteaching

curriculumwillbeprovidedthatstrivestoanswerthequestion:Howcanreciprocal

teachingbeusedtoincreasecomprehensionskillswithfluentreadersintheprimarygrades?

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CHAPTERFOUR

Results

“Youcan’tteachkidstothink,becausehumanbeingsarebornthinking.”-HarveyandGoudvis

InthefirstthreechaptersofthiscapstoneIhavedescribedmyexperiences,the

researchandthemethodsthatwillhelpmetoanswer:Howcanreciprocalteachingbeused

toincreasecomprehensionskillswithfluentreadersintheprimarygrades?Inthefirst

chapterIdiscussedhowmypersonalexperiencesasateachersparkedmyinterestin

supportingfluentreaderswhostrugglewithcomprehension.Theliteraturereviewin

ChapterTwoprovidedcurrentresearchintheareasofcomprehension,fluencyand

reciprocalteaching.InChapterThreeIexplainedthemethodology,whichincludedthe

learningenvironment,andparticipantsforwhomthereciprocalteachingcurriculumhas

beendesigned.Inthischapter,IwillprovidethecurriculumIhavedevelopedtoimplement

reciprocalteachinginatypicalthirdgradeclassroom.

CurriculumDevelopment ThecurriculumIhavedevelopediscomposedof15lessons,ideallytaughttwo-

threetimesperweekforatotalofsixweeks.Itisamixtureofwholegroupandsmallgroup

lessonsdependingonthecontent.Additionally,eachlessonisalignedwithathirdgrade

37

historysocialstudiesstandard.Sincethecontentofeachlessonishistory,thiscurriculum

isgearedtowardstheuseofnonfictiontext.Next,eachlessonlistsapurpose,whichis

reinforcedthroughoutthemodeled,shared,guidedandindependentcomponentsofthe

lesson.Finally,thereisanopportunitytoassessstudentlearninginordertodetermine

whounderstandstheprocessofreciprocalteachingandwhoneedsreteaching.Since

reciprocalteachingembedscollaborationandcooperativelearning,itisessentialthatthe

teacherpre-teachesthenecessaryskillsforsuccessfulcollaborationtotakeplace.

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WholeGroup SmallGroupWeek1-Lesson1:IntroduceReciprocalTeachingStandard:3.4.1.1.1Referencedifferenttimeperiodsusingcorrectterminology,includingthetermsdecade,centuryandmillennium.Purpose:Tointroducestudentstoallfourreciprocalteachingstrategiesduringateacherthink-aloud.Studentswillunderstandreciprocalteachingstrategiesworktogetherwhilereadingatext.Model:1.Brainstormstrategiesthatgoodreadersuse.Askstudentswhatgoodreadersdotounderstandwhattheyhaveread.Havethemdiscusswithapartnerandlisttheirresponsesonchartpaper.2.Tellyourstudentsthattodayyouwillshowthemfourstrategiesthatreadersusetohelpthemcomprehendthetext.3.Introduceeachheadbandandtellstudentswhateachletterstandsfor(P=predicting,Q=questioning,C=clarifying,S=summarizing).4.Asyouread,modelthereciprocalteachingstrategiesafterreadingaparagraphorpage.Eachtimeyouuseadifferentstrategychangeyourheadbandwiththeappropriateletterthatmatchesthestrategyyouarethinkingaloud.Shared/Guided:1.Reflectonthestrategies.Askstudentswhattheynoticedabouteachstrategyandhowthestrategieshelpedusunderstandthestory.Howcouldweusethesestrategiestohelpusunderstandwhatweread?Listresponsesonchartpaper.2.Guideyourstudentstousethestrategiesthemselves.Handoutcardswitheachletterandwhatitstandsfor.Asyoureadanothersectionofthetext,studentswillholdupacardwhentheyhaveastrategytouse.Havestudents’share/thinkaloudtheirpredictions,questions,pointsorwordstoclarify,orsummarize.3.Withpartners,studentswillcontinuetheprocessofreadingtogetherandholdingupthecardwiththestrategytheythink-aloud.4.Referringtothelistalreadycreated,studentswriteordiscussareflectionofhoweachstrategyhelpsthemunderstandwhattheyhaveread.Assessment:Circulatetheclassroomandlistentothepairsduringstep3oftheguidedactivity.Weretheyusingeachstrategycorrectly?Weretheycomingupwithindividualresponses?Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

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P

Prediction

Q

Question

C

Clarification

S

Summarize

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Week1-Lesson2:UsingtheFourReciprocalTeachingStrategiesStandard:3.4.1.2.1Examinehistoricalrecord,mapsandartifactstoanswerbasicquestionsabouttimesandeventsinhistory,bothancientandmorerecent.Purpose:Studentswillunderstandthatgoodreadersusemorethanonestrategywhilereading.Model:1.Reviewthelistofstrategiesgoodreadersusethatwasgeneratedinthepreviouslesson.2.Passoutthereciprocalteachingbookmarksandexplainthatyouwillmodelfourstrategiestohelpthemunderstandthetext.Remindstudentsthatafterdemonstratinghowtheyareused,theywillhavetheopportunitytothinkaloud.3.Makesureallstudentscanseethetextanddisplaythebookmarkontheprojector.4.Modelforstudentsusingallfourprompts.Besuretouseallfourinmultiplepointsthroughoutthetext.Studentsshouldunderstandthatallfourstrategiesworktogetherinordertocomprehendthetext.Refertothebookmarkasyouthinkaloud.Shared/Guided:1.Readthenextsectionofthetextandmodeloneofthestrategies.Next,havestudentsworkinpairstocomeupwithanotherexample(Ifyousharedaprediction,studentswillworktogethertogenerateanotherprediction).Continuethisprocesswithallfourstrategies.2.Usingafour-columntablewiththeheadings“predict,”“question,”“clarify”and“summarize,”studentswillbeginbywritingtheirpredictionsintheappropriatecolumnasyoucontinuetoreadthetext(encouragethemtousethebookmarks).Repeatthisprocessusingthenext3strategies.3.Aftereachparagraph,studentswillsharewhattheyhavewritten.Assessment:Circulatearoundtheroomandlistentostudents’discussions.Aretheyusingthereciprocalteachingbookmarkcorrectly?Collectstudents’tablesandcheckforunderstanding.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

WholeGroup SmallGroup

41

Reciprocal Teaching Bookmark

Predict Use clues from the book to explain what you think will happen next. I think………because…… Maybe this means…………. I think I will learn…….because…. Question Ask questions as you read. Ask questions that begin with who, what, when, where, why, or how. Ask questions with answers…..

• In the book • From clues + my experiences

Clarify Look for words or ideas that are not clear. Try one of these strategies to figure it out……

• Read around the word. • Think about word chunks you know. • Does it make sense? • Reread. • Make a substitution.

Summarize Include the main idea, not details. Explain what happened in your own words. This part is about……….. This text is about…….....

Reciprocal Teaching Bookmark

Predict Use clues from the book to explain what you think will happen next. I think………because…… Maybe this means…………. I think I will learn…….because…. Question Ask questions as you read. Ask questions that begin with who, what, when, where, why, or how. Ask questions with answers…..

• In the book • From clues + my experiences

Clarify Look for words or ideas that are not clear. Try one of these strategies to figure it out……

• Read around the word. • Think about word chunks you know. • Does it make sense? • Reread. • Make a substitution.

Summarize Include the main idea, not details. Explain what happened in your own words. This part is about……….. This text is about………..

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Prediction Question Clarification Summarize

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WholeGroup SmallGroupWeek1-Lesson3:UsingReciprocalTeachinginCooperativeGroupsStandard:3.4.1.2.2Compareandcontrasttwodifferentaccountsofanevent.Purpose:Studentswillworktogetherinsmallgroupsusingonespecificreciprocalteachingstrategyandthensharetheirinformationwiththeclassinordertounderstandhowthestrategiesworktogether.Model:1.Readaloudaportionofthetext.Usingathinkaloud,refertothereciprocalteachingbookmarkasyoumodelthestrategies.2.Continuetomodelandworkonthestrategiestogetherwithstudents.Shared/Guided:1.Withtheirtablegroups,studentswillfocusononeassignedstrategyafteryoureadasectionoftext.Studentswillshareresponseswiththeclass.2.Handoutapiepiecetoeachgroup.Studentswillreadthenextsectionoftextandthe4membersofthegroupwillusethedirectionsontheirpiecetoworkthroughthestrategy.3.Afterallgroupshavefinishedfillingintheinformation,theywillsharewiththeclass.Discusshowallfourstrategiesworktogethertohelpreadersunderstandthetext.4.Thegroupmemberswillgluetheirpiecesontoapostertomakeacompletedpie.Assessment:Positionyourselfaroundtheclassroomandlistentotheresponsesofthegroupsastheywork.Usethewrittenresponsesfromthegroupforaformativeassessment.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

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Predict__ Look through the illustrations and discuss what the book might be about.

__Use clues from the book to make a prediction of what might come next.

Our predictions are…… The clues we used are……

Question __Look back in the text to ask questions that begin with who, what, when, where, why.

__Ask main idea questions first.

__ Be able to show where your answers are in the text.

Our questions are…… 1. 2. 3.

Clarify __Look for words or ideas that are confusing. “I wonder what that means?” __Reread, read on, or ask a friend to help figure it out.

__Be aware of strategies you used to figure out difficult words or ideas.

A difficult word or idea we found….

Ways we figured the word or idea out….

Summarize

__Include the main ideas, not the details.

__Use your own words.

__Use words such as first, next, then, or finally.

Our summary……

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Week2-Lesson4:PredictingPARTIStandard:3.4.1.2.3Compareandcontrastvariouswaysthatdifferentcultureshaveexpressedconceptsoftimeandspace.Purpose:Studentswillusetextualcluestomakelogicalpredictionsingroupsandsharewiththeclassusinganinside-outsidecircle.Model:1.Askstudentshowgoodreadersmakepredictions.Recordonchartpaper.2.Usingathink-aloud,modelforstudentshowtousecluesfromthetexttomakepredictions.Shared/Guided:1.Assignpagesofthetexttogroupsoffourstudents.Havethegroupsmeetandwritepredictionsusingthesentencestarters.Eachgroupmemberwillneedacopyofthepredictions.2.UsingtheKaganEngagementstrategy,inside-outsidecircle,students’willformtwoconcentriccirclesandexchangetheirpredictionswithapartner.Whentheteachersignalstheoutercircletomoveinonedirection,eachstudentwillhaveanewpeertotalkto.3.Continuerotatinguntileachstudenthassharedwithatleastthreeothers.4.Cometogetherasawholegroupandlistsomepredictionsonchartpaper.Havestudentsbeginreadingandconfirmpredictions.Assessment:Collectpredictionsheetsandcheckforunderstand.Rotatearoundclassroomandmakesurestudentsareusingtextandillustrationcluestomakelogicalpredictions.Adaptedfrom:

Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

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Making Predictions

Title of Book: o Based on the title I predict this will be about

__________________________________________

__________________________________________.

o In this book I think____________________________

will happen because____________________________

__________________________________________.

o After looking at the pictures I think________________

__________________________________________.

o I wonder if _________________________________

because____________________________________

__________________________________________.

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Week2-Lesson5:PredictingPARTIIStandard:SeeabovePurpose:Studentswillpreviewanonfictiontextandpredictwhattheywillreadbasedonthetableofcontents,headings,andillustrationclues.Model:1.Usingathink-aloud,modelhowtopredictbyviewingthecoverandillustrations.2.Next,turntothetableofcontents,read,andmodelhowtousecluestoformpredictions.Pagethroughandreadtheheadings,andviewtheillustrationsusingathink-aloudtomakepredictions.3.Usingastickynote,writeatleastonepredictionthatusesthestatement,“IpredictIwilllearn…because…”Shareoutloudthecluesthatledtoyourprediction.Shared/Guided:1.Inpairs,studentswillusethetableofcontents,headings,andillustrationstogeneratelogicalpredictions.2.Usingastickynote,studentswillwriteatleastonepredictionthatusesthestatement,“IpredictIwilllearn…because…”3.Havepairssharetheirideasandpostthemonagroupchart.4.Studentswillbegintoreadsilentlyasteacherrotatesreadingone-on-one.Afterreading,encouragestudentstocheckwhichpredictionswererightandwhichoneschanged.Assessment:Noticeifstudentsareusingthetextcluestoformlogicalpredictions.Continuetomodelwithstudentswhostruggleduringtheone-on-onereadingtime.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

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Week3-Lesson6:QuestioningPARTIStandard:3.4.2.3.1Explainhowaninventionofthepastchangedlifeatthattime,includingpositive,negativeandunintendedoutcomes.Purpose:Studentswillusequestionwordsincluding,who,what,when,where,whyandhowtoformulatequestionsbasedoffanonfictiontext.Model:1.Modelthestepsforaskingavarietyofquestionsthatbeginwithwho,what,when,where,whyandhowusingaparagraphoftext.2.Usingthequestionspinner,formulateaquestionusingthatquestionword.Haveastudentanswerit.3.Gothroughafewmoreexamplesasagroup,readingaparagraph,spinningthespinner,formulatingaquestionandansweringit.Shared/Guided:1.Inpairs,studentswillusethequestionspinnertogeneratequestionsbasedonthetext.2.Studentswilltaketurnsreading,spinning,askingaquestionandtheotherstudentwillanswer.3.Pairswillwritedownquestionsandanswersonasheetofpaper.4.Cometogetherasagroupandsharequestions/answersthepairsformulated.Discusswhatmadeagoodquestion.Assessment:Collectquestionsandcheckforunderstandingofusingquestionwordstowritetheirowntextquestions.Checktoseeiftheycanaskmainideaquestionsaswellasinferentialquestions.**Note-frontloadinglessontomakesurestudentsarefamiliarwithquestioning.Adaptedfrom:http://www.teacher2teacherhelp.com/reading-strategies/questioning-mini-lessons-and-practice-activities/


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Who?

What?

When?

Where?

Why?

How?

What caused…

Do you think?

50


Week3-Lesson7:QuestioningPARTIIStandard:SeeabovePurpose:UsingtheQAR(Question-Answer-Relationship)strategy,studentswilllearnthefourdifferenttypesofquestions:Rightthere,thinkandsearch,authorandyou,andonyourown.StudentswillgeneratequestionsandanswersbasedonQAR.Model:1.Explaintostudentsthattherearetwowaystogeneratequestions.

• Inthebook:theanswercanbefoundinthetext.• Inmyhead:theanswercannotbefoundinthetextandmustcomefromthe

reader’sownexperienceandknowledge.2.DisplayQARposterandexplaineachquestiontypenotingquestionsfoundinthebook(rightthere,thinkandsearch)andquestionsinmyhead(onmyown,authorandme).3.Readaloudasectionoftext.Stopatvariouspointsandmodelhowtoaskeachtypeofquestion.Filloutthefoursquaresintheappropriatequestiontype.Shared/Guided:1.HandouttheQARfoursquareandgothroughafewmoreexamplesasaclass,explainingtheirreasoning.2.Inpairs,studentsreadasectionoftextandgeneratequestionsforeachQAR.3.Studentstradetheirpaperswithanotherpairandanswertheirquestions.4.CometogetherasawholeclassanddiscusshowtheQARtechniquehelpedthemtobetterunderstandthetext.Talkaboutwhichquestionsweretheeasiestandwhichwerethehardest.Assessment:Onascaleof1-5havestudentsratehowcomfortabletheyfeelwiththeQARstrategy.CollectQARfoursquaresforaformativeassessment.Adaptedfrom:http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self- questioning-227.html?tab=4#tabs

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Adaptedfrom:http://theopendoorclassroom.blogspot.com/2013/02/question-answer-relationship-qar-freebie.html

IN THE TEXT: Right There

Often the words used in the question are the same words found in the text. What did…? Who did….? What was….? How many…? When did…? What kind? What does….mean? Give one example…. List one….

IN THE TEXT: Think & Search

Answers are gathered from several parts of the text and put together. How do you…? What happened to…? What happened before…? How many times…? What clues…? Where did…? Prove… Explain…

IN YOUR HEAD: Author & You

You need to think about what the author has told you and what you already know about the topic. Why did the author…? Do you agree with…in the text? What will happen…? Why do you think…? What do you picture when…? Have you ever experienced….similar to……

IN YOUR HEAD: On my Own

You will need to think about your own personal experiences to answer. Have you ever….? What do you think…? If you were…..? How do you feel about….? What do you know about…? Do you believe…? What would you do if….? What do you think it would be like….?

52

IN THE TEXT: Right There

IN THE TEXT: Think & Search

IN YOUR HEAD: Author & You

IN YOUR HEAD: On my Own

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Week3-Lesson8:QuestioningPARTIIIStandard:SeeabovePurpose:SeeaboveModel:1.UsetheQARpostertoreviewthequestiontypesandtalkabouthowtheQARstrategywasusedinthepreviouslesson.2.Usingathink-aloud,modelhowtoformulateeachtypeofquestionasyouread.Havestudentsanswerthequestions.Shared/Guided:1.Havestudentscreateafoursquareliketheoneusedaboveintheirnotebooks.2.Usinginstructionalleveltext,studentswillreadontheirown,formulatingquestionsandwritingthemintheirnotebooks.3.Providesupportforstudentswhoarestruggling.Refertothegraphicorganizeronpage51tocreatethefourdifferenttypesofquestions.4.Encouragestudentstoalsomakepredictionsastheyread.Assessment:Observestudentswhilereading/workingandtakeanecdotalnotes.Noticewhoneedsmorepracticeandwhoisconfidentwiththestrategy.Exitticket:WriteafewsentencesexplainingtheQARstrategyandhowithelpsyouunderstandwhatyouarereading.

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WholeGroup SmallGroupWeek4-Lesson9:ClarifyingPARTIStandard:3.4.2.5.1Identifyexamplesofindividualsorgroupswhohavehadanimpactonworldhistory;explainhowtheiractionshelpedshapetheworldaroundthem.Purpose:Studentswillbeabletoidentifywordsorideastoclarifyandusestrategiesforclarifyingwordmeanings.Studentswillbeabletoreflectonusingclarifyingstrategies.Model:1.Askstudentsiftheyhaveevergottenstuckonahardwordorconfusingpartofthetext.Provideafewexamples.2.OnchartpaperfilloutaKWL(know,wanttoknow,learn)chartaboutclarifying.Askstudentswhattheyalreadyknowaboutclarifying,whattheywanttoknowandattheendofthelessonfilloutwhattheylearned.3.Chooseseveralwordsfromatextpreviouslyreadasexamples.Usingtheclarifyingwordshandout,modelhowtodecipherwhatthosewordsmeanbyusingafewofthestrategiesonthebookmark.4.Chooseseveralideasfromthetextthatrequireclarifyingstrategies.Modelhowareadermightneedtoclarifytheconfusingpartsofthetexteventhoughtheymayknowwhatthewordsmean.Makesurestudentsarefollowingalongatthecorrectportionofthetext.Shared/Guided:1.Usingtheclarifyingwordshandout,chooseafewmorewordsandencouragestudentstodecidewhichstrategiestheywillusetofigureoutthemeaning.Shareanddiscuss.2.Usingtheclarifyingideashandout,chooseafewmoredifficult/confusingparagraphsandhavestudentsdecidewhichstrategiestouse.Shareanddiscuss.3.Inpairs,havestudentsrereadportionsofthetextandusethebookmarktoclarifyeitherwordsorideas.4.RevisittheKWLchart.Filloutwhatstudentslearnedaboutclarifyingandhowitishelpful.Whichstrategiesdidtheyusewhenandwhichdidtheyfindthemosthelpful?Encouragestudentstousethehandoutduringindependentreadingtime.Assessment:Coachstudentsduringindependentreadingtime.Promptandguidethemasneeded.Canstudentsverbalizethestrategiestheyareusing?Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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Clarifying Words

1. Identify the difficult word. The word___________________ is confusing because….

a. It was hard to pronounce it. b. I didn’t know what it meant. c. I didn’t know what it meant

and I couldn’t pronounce it.

2. Try to clarify the difficult word. I tried the following strategies to understand the word….. ___Did I look at the prefix, suffix, or base word? ___Did I try blending the sounds together? ___Did I think of another word that looks like this word? ___Did I read on to find clues? ___Did I try another word that makes sense in the sentence? ___Did I reread the sentence to see if the word made sense?

Clarifying Ideas

1. Identify the confusing paragraph, sentence, page or chapter. A confusing part is ________________________________ ________________________________ because….

a. I didn’t understand_______________.

b. It doesn’t make sense. c. I don’t

get_______________________.

2. Try to clarify the confusing part. I tried the following strategies to understand the confusing part… ___Did I reread the parts that I didn’t understand? ___Did I read on to look for clues? ___Did I think about what I already know about the topic? ___Did I talk to a friend about the reading?

Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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WholeGroup SmallGroupWeek4-Lesson10:ClarifyingPARTIIStandard:SeeabovePurpose:Studentswillbeabletodeterminestrategiestousetoclarifywordsandideas.Model:1.Makeatwo-columnchartwiththeheadings:ClarifyingWordsandClarifyingIdeas.2.Askstudentswhatgoodreadersdowhentheyneedtoclarifyaword.Charttheirresponsesandmodelseveral.3.Askstudentswhatgoodreadersdowhentheyneedtoclarifyanidea.Charttheirresponsesandmodelclarifyingconfusingideasinparagraphs,chaptersandsentences.Shared/Guided:1.Givestudentsstickynotesintwodifferentcolors:onecolorforclarifyingawordandtheothercolorforclarifyinganidea.2.Assignaparagraphoftextforstudentstoread.Astheyreadstudentswilldeterminewords/ideasthatneedtobeclarifiedandwritethemontheappropriatecolorstickynotealongwithatleast2strategiestheyusedtofigureitout.3.Studentswillplacestickynotesonthecorrectcolumnsinthechart.Discussstudentresponses.Assessment:Arestudentsusingtheclarifyingstrategiesintheirownreading?Asstudentsreadindependently,observewhichstudentsrefertotheposteronclarifying.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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Week4-Lesson11:ClarifyingPARTIIIStandard:SeeabovePurpose:Studentswillbeabletomonitortheirreadinganduseafix-upstrategytoclarifyconfusingwordsorideas.Model:1.Modelreadingaselectionoftext,stoppingatconfusingwordsorparts.2.Usingathink-aloudfilloutthemonitorandclarifyhandoutincludingthepagenumbers.Besuretodiscusswhyyouchoosethefix-upstrategyyoudidandwhatyouknownowbecauseyouusedthatstrategy.Shared/Guided:1.Usingthemonitorandclarifyhandout,studentswillreadthenextparagraphofthetextandfilloutwhattheydon’tunderstand,whatfix-upstrategytheyused,andwhattheyknownow.2.Cometogetherasagroupanddiscusswords/partsthatwereconfusingandhowstudentsclarifiedtodeterminethemeaning.3.Duringindependentreadingtime,studentswillcontinuetofilloutthemonitorandclarifyhandout.Assessment:Collectthehandoutandcheckforunderstanding.Duringindependentreadingtime,conferencewithindividualstudentsandreinforceskillwhennecessary.

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Monitor I don ’t

understand

Clarify Use a fix-up

strategy

Keep Reading Now I know……

Page:

Page:

Page:

Page:

Page:

Page:

Page:

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WholeGroup SmallGroupWeek5-Lesson12:SummarizingPARTIStandard:3.4.3.7.1Explainhowtheenvironmentinfluencedthesettlementofancientpeoplesinthreedifferentregionsoftheworld.Purpose:Studentswillbeabletounderstandhowsummarizinghelpsthemunderstandthetext.Studentswillbeabletousevocabularyandmainideasfromthetexttogenerateasummary.Model:1.Describetostudentsthatwhenyousummarizeyoupulloutthemainideasofthetextandlisttheminthecorrectorder.2.Brainstormwithstudentsalistofreasonswhyonemightsummarizeandhowitwouldhelpareaderunderstandthetext.Providesentencestemstohelpincluding:

• First….• Next….• Then….• Afterthat….• Finally….• Aproblemoccurswhen….• Themostimportantideasinthetextare….• Ilearnedthat….

3.Modelhowtosummarizeapageoftextbyrereadingformainideas.Underlineorcirclekeyideasorphrasestouseinyoursummary.4.Verbalizeyoursummarytostudentsexplainingwhyyouincludedcertainpartsandeliminatedothers.Shared/Guided:1.Inpairs,studentswilltaketurnsrereadingaportionoftext,underliningorcirclingseveralkeywords.Thentheywillgiveaverbalsummaryofthetext.2.Assist,guideandpromptpairswhoarehavingdifficulties.Assessment:Listentothepairsastheysummarize.Cantheydeterminemainideasandvocabularyfromthetext?Modelsummarizinginsmallgroupforstudentswhoarehavingdifficulties.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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Week5-Lesson13:SummarizingPARTIIStandard:SeeabovePurpose:Studentswillbeabletoconstructasummaryusingthemainideasfromthetext.Studentswillbeabletoeliminateunnecessaryinformationfromasummary.Model:1.Readaloudasimple,familiartext.Asyoureadaskstudentstothinkaboutmainideasorpointsinthetext.Recordonchartpaper.2.Helpstudentstoidentifyamainideasentenceandthenasequencedlistofevents.Recordandrereadthesummary.3.“Shrinkwrap”yoursummarybycrossingoutunnecessaryorrepetitiveideasorsentences.Continuethisprocessuntilthesummaryisaconciseaspossible.Besuretodiscussreasonsforincludingortakingoutparts.Shared/Guided:1.Assignthenextportionoftextforstudentstoreadsilently.Whenfinished,haveeachstudentwriteasummary.2.Pairstudentsandhavethem“shrinkwrap”eachother’ssummariestakingoutunnecessarysentencesorparts.3.Havestudentssharetheirsummariesoutloud.Assessment:Listentopairsastheyreworktheirsummaries.Cantheydeterminemainideasandincorporatetheseintoconcisesummaries?Modelsummarizingagainduringsmallgroupforthosewhoarehavingdifficulties.Adaptedfrom:http://www.teacher2teacherhelp.com/reading-strategies/summarizing-mini-lessons-and-practice-activities/

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Week6-Lesson14:ComprehensionChartsDuringGuidedReadingStandard:3.4.3.8.1Identifymethodsofcommunicationusedbypeopleslivinginancienttimesinthreedifferentregionsoftheworld.(ClassicalTraditions,BeliefSystemsandGiantEmpires)Purpose:Studentswillbeabletofilloutavisualrepresentationofthereciprocalteachingstrategiesastheyread.Studentswillbeabletomonitortheircomprehensionastheyread.Model:1.Selectatexttoreadwithstudents.Sketchacomprehensionchart.Besuretoallowthefollowingheadings:Whatwealreadyknow,predictions,questions,clarifications,andsummaries.**Seebelowforrecommendedcharts.2.ModelusingstickynotesmakingpredictionsofthetextandconnectionsofwhatIalreadyknow.3.Studentswillfilloutstickynotesandaddtowhatweknowandthepredictionsportionsofthechartbeforereadingthetext.Shared/Guided:1.Studentswillreadthetextsilently,fillingoutstickynotesforeachquestion,orclarificationtheycomeupwith.2.Modelthestrategiesoneatatime.Discussstudents’predictionsfirstandaskifanyone’spredictionhaschanged.Next,modelandquestionandaskstudentstocontributetheirquestionstothechart.Then,modelaclarificationandaskstudentstoshare.Finally,modelasummaryandhavestudentshelpyousummarize.3.Discusswithstudentshowthereciprocalteachingstrategieshelpedthemtocomprehendthetext.Assessment:Whenstudentscontributetothechart,havethemwritetheirinitialsonthestickynotes.Thisway,youcanmakenotesandkeeptrackofindividuals’progress.Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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ComprehensionChartforGuidedReadingGroups

WhatWeKnow(usebackgroundknowledgeandmakeconnectionswiththetext)

OurPredictions(whatmightthetextbeabout?)

OurQuestions(who,what,when,where,whyand

how)

OurWordsorIdeastoClarify

OurSummary

63

NonfictionComprehensionChartforGuidedReadingGroups

WordsorIdeastoClarify OurSummary1. __________________________________2. __________________________________3. __________________________________4. __________________________________

WhatWeKnowAbout_______________________(previewthetext’scover,illustrationsandheadings)

WhatWeMightLearn

OurQuestionsBeforeReading

_________________________________________________________________________________________________________OurQuestionsAfterReading

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Week6-Lesson15:IntroduceReciprocalTeachingRoleCardsStandard:3.4.3.9.1Compareandcontrastdailylifeforpeoplelivinginancienttimesinatleastthreedifferentregionsoftheworld.(Post-ClassicalandMedievalCivilizationsandExpandingZonesofExchange) Purpose:Studentswilluserolecardstoparticipateinreciprocalteachingduringguidedreading.Model:1.Tellstudentsthattheywillberesponsibleforoneofthereciprocalteachingstrategies(predictor,questioner,clarifier,orsummarizer)duringtoday’slesson.2.UsetheReciprocalTeachingBookmark(Week1-Lesson2)toreviewallstrategieswithstudents.3.Introduceandhandouttherolecards(Seebelow:cutout,laminateandputonaring.Provideonesetforeachstudent).Shared/Guided:1.Teacherwillfacilitatethediscussion.Thepredictorwillgofirstandaskstudentspredictionsofthetext.(Recordondiscussionsheet)2.Next,theteacherwillassignsectionoftexttoread(Decideifstudentswillreadsilently,outloudorwithpartners.)Remindstudentsastheyreadtothinkofquestionsandideas/wordstoclarifyandtorecordondiscussionsheet.3.Afterreading,instructthequestionertogonext.Eachstudentwitharolewillshareandthenaskclassmatestoshare.Repeatwithclarifierandsummarizer.4.Thediscussionwillendwiththepredictorpredictingwhatwillhappeninthenextsectionoftextandprocesswillbeginagain.5.Teacherwillcoach/givefeedbackregardingstrategyuseandtheflowofdiscussion.Assessment:-Observestudents’useofstrategiesandtakenotesofwhoishavingtrouble.Groupaccordinglyandreinforceusingminilessonsifneeded.-Studentswillfillouttheself-evaluation(seebelow) Adaptedfrom:Oczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreadingcomprehension.Newark,DE:InternationalReadingAssociation.

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ReciprocalTeachingRoleCards

#1PREDICTOR1. Ask members to look at the cover and illustrations and

discuss what you see. 2. Ask members to write their predictions. **Remember to use

clues from the text to support your predictions. 3. Share your prediction first. 4. Then ask others what they predict.

**Ask: “Does anyone else have a prediction?”

#2QUESTIONER1. Ask your group members to write 1-2 questions that could

be answered by reading the text. **Use questions words: who, what, when, where, why and how)

2. Ask your question first. Call on members to answer. 3. Ask others what their questions are.

**Ask: “Does anyone else have a question?”

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#3CLARIFIER1. Ask your group members to identify words or ideas that

were tricky or confusing. 2. Have members write 1-2 difficult words/ideas. 3. Share your word or idea first and strategies used to figure

it out. 4. Ask members to share their words or ideas.

**Ask: “Does anyone have confusing words or parts to clarify?”

5. Discuss strategies to figure out confusing words/ideas.

#4SUMMARIZER1. Ask your group members to write a summary using the

main ideas from the text. 2. Share your summary first. 3. Ask others to share their summaries or add to yours.

**Ask: “Would anyone like to add to my summary or share their own?”


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ReciprocalTeachingDiscussionSheet

PredictIpredictthat_________________________________________________________________________________________________________________________because___________________________________________________________________________________________________________________________________________________________________________________________________

QuestionHerearequestionsIcanaskmygroup……1.2.3.

Clarify

______________________isadifficultwordbecause______________________.StrategiesItried….____________________isaconfusingideabecause_______________________.StrategiesItried….

SummarizeHereisa1-2sentencesummary.


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Reciprocal Teaching Self-Evaluation M- Most of the time P- Part of the time N- Not at all PREDICTING ____ I preview the cover, title, illustrations and headings before reading. ____ I stop to predict during reading. ____ I make predictions based on clues from the text. QUESTIONING ____ I ask “right there” questions. ____ I ask “think and search” questions. ____ I ask “author and you” questions. ____ I ask “on my own” questions. CLARIFYING ____ When I don’t know a word I stop to figure it out. ____ I use different strategies to figure out words. Some of them are_______________________. ____ When I’m confused by an idea I stop to figure it out. ____ I use different strategies to help understand. Some of them are_______________________. SUMMARIZING ____ I stop to summarize the main ideas as I read. ____ My summaries are clear, short, and include only the important points. Adaptedfrom:http://www.teacher2teacherhelp.com/wp-content/uploads/2010/11/Reciprocal-Teaching-Self-Evaluation.pdf

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Conclusion ChapterFourincludedthereciprocalteachingcurriculumtobeusedinathirdgrade

classroom.Additionally,theteacherisabletomeetinstructionalstandardsinbothsocial

studiesandlanguagearts,maximizingtheuseofteachingtime.Allofthelessonspresented

supportedtheresearchinChapterTwoofthiscapstoneemphasizingcomprehensionand

theprocessofreciprocalteaching.Theframeworkofthecurriculum,inadditiontothe

individuallessonscontributetomyresearchquestion:Howcanreciprocalteachingbeused

toincreasecomprehensionwithfluentreadersintheprimarygrades?

IwillconcludethiscapstoneprojectbyreflectinguponwhatIhavelearnedfrom

developingacurricularframeworkforimplementingreciprocalteachinginathirdgrade

classroom.Additionally,Iwilldiscusstheimplicationsandlimitationsofmystudy.Finally,I

willprovidesomerecommendationsforfutureresearchonimplementingreciprocal

teaching.

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CHAPTERFIVE

Conclusion

“Iimagineaschoolsystemthatrecognizeslearningisnatural,thataloveoflearningisnormal,andthatreallearningispassionatelearning.”

-TomPeters

Asaneducator,itismygoaltoprovidestudentswithstrategiesthatwillprepare

themtobesuccessfulintheirfuture.Morespecifically,Iwantthosestudentswhostruggle

withcomprehensiontoattainthepropertoolstoguidethemtowardssuccess.Iwantmy

studentstofallinlovewiththestorythatreadingprovideslikeIdidasachild.Inorderto

doso,Ineedtoensurethatmetacognitivethinkingistakingplaceandappropriate

strategiesarebeingusedthatwillsupportthemincomprehendingavarietyoftexts.

Throughoutmycareer,Ihavedevelopedasolidfoundationofstrategiesforteaching

readingcomprehension.However,Irecognizedtheneedtosupportfluentreadersin

improvingtheircomprehension.Thisdesireledmetofurtherexplorethequestion:How

canreciprocalteachingbeusedtoincreasecomprehensionwithfluentreadersintheprimary

grades?InthisfinalchapterIwillfirstconsiderpossibleimplicationsofmyfindings.Next,I

willdiscussthelimitationsofthiscapstoneprojectandfinallyIwillrecommendfuture

researchprojectsconcerningreciprocalteaching.

KeyFindings

71

Byresearchingtheareasofcomprehensionandfluency,Iwasabletobroadenmy

understandingofthosetermsandrecognizetheeffectsthatreadingfluentlyhason

comprehension.IespeciallyappreciatedRaskinski’s(2004)researchregardingfluencyand

theconnectionbetweenfluencyandcomprehension.Additionally,Ilearnedthebenefits

reciprocalteachingcanhaveinordertoimprovecomprehensionoftext.LoriOczkus

(2003)wasveryinformationalinherexplanationofreciprocalteachingandhandson

reciprocalteachinglessons.Theuseofreciprocalteachinginaclassroomnotonlyteaches

studentshowtocomprehendtext,butalsoencouragesstudentstocollaboratewitheach

otheraspartofalearningcommunity.

PossibleImplications Ifimplementingreciprocalteachinginmyclassroomprovestobeeffective,Iwillbe

abletoteachmoreefficiently.Byembeddingthecontentofthethirdgradesocialstudies

standardsintomylanguageartsinstruction,timewillbebettermanaged,asstudentswill

beabletoapplyreadingstrategiestolearnsocialstudiescontent.Ifmyfindingsarecorrect,

studentswilladditionallybenefitfromcollaboratingwiththeirpeers.Notonlyarethey

learningthefourstrategiesofreciprocalteaching,butalsotheyareengagedinmeaningful

discussionwitheachothertodeepencomprehension.Asstudentsaredevelopingsocial

skillstosuccessfullyworkwithothers,theoverallclimateoftheclassroomshouldimprove

inapositivemanner.

SinceIwillbeimplementingreciprocalteachingwiththeentireclass,allthird

graders’readingcomprehensionshouldincrease,notjuststudentswhocanreadfluently

butstrugglecomprehending.Ascompetentstudentsgothroughtheprocessofusingthe

72

fourstrategiesassociatedwithreciprocalteaching,theircomprehensionshouldcontinueto

improve.Althoughthecurriculumwasdesignedspecificallyforstudentswhocanread

fluently,butstruggletocomprehend,intheendallstudentswillbenefitfromreceiving

reciprocalteachinginstruction.

Byimplementingthisthirdgradereciprocalteachingcurriculum,Iamtrustingthat

myworkbecomescontagious.IplantosharewhatIhavecreatedwithteachersinmy

graduateschoolcohortinadditiontomyfutureteammatesinhopesthattheywillbe

interestedinalsoimplementingtheunitIhavecreated.Additionally,ifanopportunityto

presentmyresearchandcurriculumarises,Iwouldconsideritsothatmycolleaguesand

administrationcanunderstandthebenefitsreciprocalteachingcanhaveonimproving

students’comprehension.Ultimately,Iwanttobecomeanadvocateandaresourcefor

educatorsintheareaofreciprocalteaching.

PossibleLimitations IfeelveryconfidentinimplementingtheunitIcreatedasIbaseditsdevelopment

onmyexperienceswithteachingthirdgrade.However,thereareafewlimitationsto

consider.First,Iamwritingthisunitduringthespringforagroupofpotentialstudents

whomIhavenotyetmet.Asateacherwhoisresponsivetostudents’needs,Iamaware

thatImayneedtomodifythecurriculumbasedontheneedsofthestudentsinmyfuture

classroom.

Anotherlimitationisthelackoftime.Withthehighdemandsonteacherstofit

everythinginwithinashortamountoftime,Iamconcernedthattherewillnotbeenough

timetofitinanadditionalreciprocalteachingcurriculumontopofthecurriculumteachers

arealreadyrequiredtoteach.Luckily,theunitdesignedhassocialstudiesstandards

73

embeddedwhichwillsavesometime.Sincetimeisalimitation,teacherswillhavetomake

reciprocalteachingapriorityinorderforstudentstoreceivethebenefitsitprovides.

FutureResearch AlthoughtheunitIcreatedfocusesonsocialstudiescontentstandards,Ichose

foundationallessonsinreciprocalteachingsothatthestructurecouldbeusedforother

content.Iamhopinginthefuturethatthelessonscouldbeusedwithsciencecontentor

simplywithlanguageartscontent.Bycreatingacurriculumwithuniversallessons,Iam

confidentIcouldusethisfoundationforotherunitsofstudyinmyclassroom.

Whileresearchingtheareaofcomprehension,Ifoundmyselfinterestedinlearning

moreaboutinteractiveread-alouds.Interactivereadaloudsconsistofteachersreading

aloudandusingathinkaloudtoexplaintheirthinkingtostudents.Iamcurioustoexplore

ifinteractivereadaloudswouldcontributetoimprovingstudents’comprehension.Inthe

future,Iaminterestedinusinginteractivereadaloudsinadditiontoreciprocalteachingto

maximizecomprehension.Thisway,studentswouldbeshownmultiplestrategiesthey

couldusetostrengthentheircomprehension.

WiththecompletionofmyMaster’sdegreeinLiteracyEducationandtheK-12

ReadingLicense,Iwillcontinuetofurthermystudiesinliteracyeducation.Forexample,I

plantoseekadditionalprofessionaldevelopmentincollaborativelearningsoIcan

encouragestudentstolearnfromeachother.Ialsoplantofurthermyknowledgeof

technologysothatstudentscanbuildtwenty-firstcenturyliteracyskills.Eventually,my

plansincludeintegratingtechnologyintothereciprocalteachingunitIcreated.

FinalThoughts

74

AsIculminatethisprojectlookingforwardtothenextschoolyear.Iamexcitedto

seethisunitcometolifeasstudentstakeontherolesofpredictor,questioner,clarifierand

summarizertodeepentheircomprehension.Additionally,IamfilledwithcuriosityasI

wonderhowthisunitwillworkwhenputintopracticeandhowstudentswillrespond.As

aneducator,nothingexcitesmemorethanexperiencingstudents’growththroughoutthe

year.ByimplementingthisreciprocalteachingcurriculumIlookforwardnotonlyto

celebratingmystudents’successesalongtheway,butalsoinstillingafondnessofreading

inmystudentssotheycanconnectandfallinlovewiththestorylikeIdidasachild.

75

BIBLIOGRAPHYA.(2010,November2).QuestioningMini-LessonsandPracticeActivities.RetrievedMarch 18,2017,fromhttp://www.teacher2teacherhelp.com/readingstrategies/ questioning-mini-lessons-and-practice-activities/Allington,R.(2004).Fluency:Avitalkeytocomprehension.Instructor,113(5),12-13.Applegate,M.D.,Applegate,A.J.,&Modla,V.B.(2009).She'smybestreader;shejustcan't comprehend:Studyingtherelationshipbetweenfluencyandcomprehension. ReadingTeacher,62(6),512-521.Brown,R.,&Dewitz,P.(2014).Buildingcomprehensionineveryclassroom.NewYork,NY: TheGuilfordPress.Duke,N.K.,&Pearson,P.D.(2008).Effectivepracticesfordevelopingreading comprehension.JournalofEducation,189(1),107-122.Egmon,B.(2008).Theeffectoffluencyonreadingcomprehension(Ed.D.).Availablefrom ProQuestDissertations&ThesesGlobal.(304602454).Gambrell,L.B.,&Morrow,L.M.(2015).Bestpracticesinliteracyinstruction(5thed.).New York,NY:TheGuilfordPress.Harvey,S.,&Goudvis,A.(2013).Comprehensionatthecore.ReadingTeacher,66(6), 432-439.Harvey,S.&Goudvis,A.(2007).Strategiesthatwork:Teachingcomprehensionfor understandingandengagement(2nded.).Portland,ME:StenhousePublishers.Hudson,R.F.,Lane,H.B.,&Pullen,P.C.(2005).Readingfluencyassessmentand instruction:What,why,andhow?ReadingTeacher,58(8),702-714. Kelly,M.,&Others,A.(1994).Reciprocalteachinginaregularprimaryschoolclassroom. JournalofEducationalResearch,88(1),53-61.McLaughlin,M.(2012).Readingcomprehension:Whateveryteacherneedstoknow. ReadingTeacher,65(7),432-440.Morrison,E.(2013,February24).Question-answerrelationship[Weblogcomment]. Retrievedfromhttp://theopendoorclassroom.blogspot.com/2013/02/question- answer-relationship-qar-freebie.htmlOczkus,L.D.(2003).Reciprocalteachingatwork:Strategiesforimprovingreading comprehension.Newark,DE:InternationalReadingAssociation.

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Pilonieta,P.,&Medina,A.L.(2009).Reciprocalteachingfortheprimarygrades:Wecando it,too!ReadingTeacher,63(2),120-129.Pressley,M.,&Allington,R.L.(2015).Readinginstructionthatworks(4thed.).NewYork,NY: TheGuilfordPress.Rasinski,T.(2004).Creatingfluentreaders.EducationalLeadership,61(6),46-51.Rasinski,T.,&Young,C.(2014).Assistedreading-Abridgefromfluencytocomprehension. NewEnglandReadingAssociationJournal,50(1),1-4.Rasinski,T.V.(2012).Whyreadingfluencyshouldbehot.ReadingTeacher,65(8), 516-522.Samuels,S.J.,Ediger,K.,&Fautsch-Patridge,T.(2005).Theimportanceoffluentreading. NewEnglandReadingAssociationJournal,41(1),1-8.Shaw,S.D.(2017).GuidedComprehension:Self-QuestioningUsingQuestion-Answer Relationships.RetrievedMarch7,2017,from http://www.readwritethink.org/classroom-resources/lesson-plans/guidedcomprehension-self-questioning-227.html?tab=4#tabsTovani,C.(2000).Ireadit,butIdon’tgetit:Comprehensionstrategiesforadolescent readers.Portland,ME:StenhousePublishers.Tracy,D.H.,&Morrow,L.M.(2012).Lensesonreading:Anintroductiontotheoriesand models(2nded.).NewYork,NY:TheGuilfordPress.Walczyk,J.J.,&Griffith-Ross,D.(2007).Howimportantisreadingskillfluencyfor comprehension?ReadingTeacher,60(6),560-569.

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