Open Access Graduate Research Paper
Reading comprehension; Reading (Middle school);
The primary focus of this study has been to evaluate the implementation of a new instructional strategy called Reciprocal Teaching. Reciprocal Teaching was designed to improve reading comprehension by teaching students strategies needed to monitor comprehension and construct meaning (Palincsar, 1986). Central Middle School was identified as a School In Need of Assistance (SINA) in 2002 after failing to meet proficiency guidelines established by No Child Left Behind (NCLB) regulations. After being identified as a School in Need of Assistance, Central was required to develop a plan to address curricular areas in which students were not proficient. One area Central specifically needed to target was proficiency in reading comprehension as measured by the Iowa Test of Basic Skills (ITBS). The guidelines for a SINA plan state that the instructional strategy used to increase proficiency must be researched based. Central consulted with Area Education Agency 267 in Cedar Falls, Iowa, and determined that Reciprocal Teaching would best fulfill the SINA plan criteria. Central partially implemented Reciprocal Teaching in the spring of 2004 and included plans for full implementation in their 2004-2005 Comprehensive School Improvement Plan. The research question for this study is: Has the implementation of Reciprocal Teaching been successful at Central Middle School?
Year of Submission
Master of Arts in Education
Department of Educational Psychology and Foundations
John E. Henning
Radhi H. Al-Mabuk
1 PDF file (35 leaves)
©2005 Paula Thome
Thome, Paula, "Reciprocal teaching as an instructional strategy to increase reading comprehension" (2005). Graduate Research Papers. 1627.