The Effects of Using Reciprocal Teaching on World History Test Scores for Students in a Ninth-Grade Remedial Reading Class
Abstract
The purpose of this study was to examine and report
the effects of using the Reciprocal Teaching Model as an
intervention program to improve 9th graders' reading
comprehension of social studies text while in a remedial
ninth grade reading class. Comprehension strategies of
predicting, summarizing, clarifying, and questioning are
included in the Reciprocal Teaching Model. The. strategies
are taught and modeled by the teacher. Then the students
gradually take over the teacher's role. As a result of
using Reciprocal Teaching, the students' comprehension of
the material improved as demonstrated by a comparison of
the scores from the pretest and posttest and the null
hypothesis that the Reciprocal Teaching Model will not
improve comprehension in content area reading was rejected.
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