Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Annemarie Palincsar states that the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.[1]

The concept of reciprocal teaching was first developed by Annemarie Palincsar and Ann L. Brown in 1984.[3] As previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). That is, the process is aimed at aiding students who possess grade-level skills in letter-sound correspondence ("sounding out" words and "chunking"), but are unable to construct meaning from the texts they decode. Reciprocal teaching utilizes the strategy of prediction, whereby students predict before reading, and then use those predictions during reading to check if they are correct (Stricklin, 2011).

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Reciprocal teaching is made up of four components: predicting, clarifying, questioning, and comprehension. In 2005, Oczkus coined the phrase the "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Students then move on to clarifying things they do not understand by asking the instructor questions, or having the teacher ask questions during reading, in order to clarify difficult sections of text or point out areas where students should pay particular attention. After the text is read, questions are asked of a student or group of students to enhance retention and check how much was learned. Finally, comprehension is achieved by engaging the students in a summary of either a page or the entire text selection of what they just read (Stricklin, 2011). The teacher supports the students by rephrasing or elaborating on their answers, statements, and questions.[4]

Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do not (Pilonieta & Medina, 2009). Proficient readers have well-practiced decoding and comprehension skills which allow them to proceed through texts somewhat automatically until some sort of triggering event alerts them to a comprehension failure (Palincsar & Brown, 1984).

Approaching the problem from the perspective of Cognitive Strategy Instruction (Slater & Horstman, 2002), reciprocal teaching attempts to train students in specific and discrete strategies to prevent cognitive failure during reading. Palincsar and Brown (1984) identified four basic strategies that may help students recognize and react to signs of comprehension breakdown: Questioning, Clarifying, Summarizing, and Predicting. These strategies serve dual purposes of being both comprehension-fostering and comprehension-monitoring; that is, they are thought to enhance comprehension while at the same time affording students the opportunity to check whether it is occurring. The leader follows these four steps in this specific order:

The sequence of reading, questioning, clarifying, summarizing, and predicting is then repeated with subsequent sections of text.[5]Different reading strategies have been incorporated into the reciprocal teaching format by other practitioners. Some other reading strategies include visualizing, making connections, inferencing, and questioning the author.

Reciprocal teaching follows a dialogic/dialectic process. Palincsar, Ransom, and Derber (1989) wrote that there were two reasons for choosing dialogue as the medium. First, it is a language format with which children are familiar (as opposed to writing, which may be too difficult for some struggling readers). Second, dialogue provides a useful vehicle for alternating control between teacher and students in a systematic and purposeful manner.

Reciprocal teaching illustrates a number of unique ideas for teaching and learning and is based on both developmental and cognitive theories. The strategies embedded in reciprocal teaching represent those that successful learners engage in while interacting with text. They are thought to encourage self-regulation and self-monitoring and promote intentional learning (Brown, 1980).[7]

Reciprocal teaching also follows a very scaffolded curve, beginning with high levels of teacher instruction, modeling, and input, which is gradually withdrawn to the point that students are able to use the strategies independently. Reciprocal teaching begins with the students and teacher reading a short piece of text together. In the beginning stages, the teacher models the "Fab Four" strategies required by reciprocal teaching, and teacher and students share in conversation to come to a mutual agreement about the text (Williams, 2011). The teacher then specifically and explicitly models his or her thinking processes out loud, using each of the four reading strategies. Students follow the teacher's model with their own strategies, also verbalizing their thought processes for the other students to hear.

The reciprocal teaching model has been in use for the past 20 years (Williams, 2011) and has been adopted by a number of school districts and reading intervention programs across the United States and Canada. It has also been used as the model for a number of commercially produced reading programs such as Soar to Success, Connectors, Into Connectors. Unfortunately, according to Williams, most students and teachers in this country have "never even heard of it" (2011). Available from Global Ed in New Zealand, written by Jill Eggleton is the Connectors and Into Connectors Series. These two series have both non fiction and fiction text. (2015) Abrams Learning Trends publishers Key Links Peer Readers by Jill Eggleton (2016)

In a 2008 study presented effective implementation of reciprocal teaching to students diagnosed with mild to moderate forms of disability. Within this group, ten percent of students had difficulty in learning due to Down Syndrome. The average of the participants was around eighteen years of age. The researchers, Miriam Alfassi, Itzhak Weiss, and Hefziba Lifshitz, developed a study based on Palincsar and Brown's design of reciprocal teaching for students who were considered academically too low for the complex skills of reading comprehension. The study compared two styles of teaching, remediation/direct instruction to Palincsar/Brown reciprocal teaching. After twelve weeks of instruction and assessments, reciprocal teaching was found to produce a greater success rate in improving the literacy skills in the participants with mild to moderate learning disabilities. After the study was completed, researchers recommended reciprocal teaching so that students are taught in an interactive environment that includes meaningful and connected texts. This research for the European Journal of Special Needs Education, promotes reciprocal teaching for its structure in dialogues and how students learn to apply those dialogues based on the reading taking place in instruction.[9]

Currently in the United States research has also been conducted on the use of reciprocal teaching in primary grades. Pilonieta and Medina conducted a series of procedures to implement their version of reciprocal teaching in elementary school students (2009). The researchers adopted an age-appropriate model for reciprocal teaching and called it "Reciprocal Teaching for the Primary Grades", or RTPG (2009). Their research shows that even in younger children, reciprocal teaching apparently benefited the students and they showed retention of the RTPG when re-tested six months later (2009).

Reciprocal teaching has been heralded as effective in helping students improve their reading ability in pre-post trials or research studies (Pearson & Doyle, 1987; Pressley et al., 1987)[10] Further trials employing Reciprocal Teaching have consistently indicated the technique promotes reading comprehension as measured on standardized reading tests (Carter, 1997).

Reciprocal Teaching is a contemporary application of Vygotsky's theories; it is used to improve students' ability to learn from text. In this method, teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher's role in the process is reduced over time. Also, reciprocal teaching is relevant to instructional concepts such as "scaffolding" and "apprenticeship", in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can work on it successfully.[11]

Reciprocal Teaching (RT) is an instructional approach developed from research conducted by Annemarie Palincsar and Laura Klenk at the University of Michigan and Ann Brown at the University of Illinois at Urbana-Champaign. According to Palincsar and Klenk (1991), "reciprocal teaching is an instructional procedure in which teachers and students take turns leading discussions about shared text. The purpose of these discussions is to achieve joint understanding of the text through the flexible application of four comprehension strategies: prediction, clarification, summarization, and question generation" (p. 116). These strategies are modeled by the teacher in the context of instruction, and students practice the comprehension strategies in cooperative groups. be457b7860

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