Literaturnachweis - Detailanzeige
Autor/inn/en | Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; Sleegers, Peter J. C. |
---|---|
Titel | Effects of Reciprocal Teaching on Reading Comprehension of Low-Achieving Adolescents. The Importance of Specific Teacher Skills |
Quelle | In: Journal of Research in Reading, 41 (2018) 1, S.20-41 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0141-0423 |
Schlagwörter | Reciprocal Teaching; Reading Comprehension; Low Achievement; Adolescents; Teaching Skills; Teaching Models; Teaching Methods; Intervention; Control Groups; Experimental Groups; Reading Strategies; Cooperative Learning; Teamwork; Observation; Teacher Behavior; Fidelity; Achievement Gains; Instructional Effectiveness Leseverstehen; Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Kooperatives Lernen; Beobachtung; Teacher behaviour; Lehrerverhalten; Achievement gain; Leistungssteigerung; Unterrichtserfolg |
Abstract | Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high-quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole-classroom settings should receive more research attention. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |