Further, it helps students become more active, reflective, and strategic readers. This approach helps teachers to explicitly scaffold learning to help students become more metacognitive about their reading and learning. Reciprocal teaching is a multicomponent approach that combines four strategies into one cohesive structure of increasing comprehension of text: predicting, clarifying, questioning, and summarizing (Takala, 2006). According to Hattie (2009), reciprocal teaching is among the most powerful instructional practices in terms of achievement outcomes for students with disabilities due to its combination of strategy and direct instruction methods.
Such strategies include making predictions, clarifying words/concepts, summarizing, and questioning (Klingner et al., 2010). The interventions with the highest effect size for reading comprehension among students with learning disabilities encourage students to monitor their understanding before, during, and after reading. Similarly, in special education settings, explicit instruction in reading comprehension skills is rare, and the questions that teachers ask are mostly factual (Klingner, Urbach, Golos, Brownell, & Menon, 2010). Surprisingly, several studies have documented that reading comprehension strategy instruction accounts for only 16% of the literacy curriculum in grades K-3 (Pilonieta & Medina, 2009). Although assessment of reading comprehension is common within literacy classes through high school, unfortunately teaching reading comprehension is not. Reading comprehension instruction is beneficial for all students, especially those with learning disabilities. There is a general agreement that the goal of reading is to be able to understand printed text.
0 kommentar(er)
