Using a modified reciprocal teaching approach with first-graders to impact comprehension

Abstract

A key component to teaching successful readers is to create a strong foundation of comprehension skills. One research-based method of comprehension instruction is Reciprocal Teaching (RT). RT has been proven effective at boosting comprehension with students in upper grades; however, there is less data available to support this claim at the elementary level. This study explored the impact of a modified RT approach in a first grade classroom, through whole group read-alouds and scaffolded small group interactions, on student comprehension. Students received explicit instruction of the reading strategies: predicting, clarifying, questioning and summarizing, and then opportunities to take ownership for their learning and practice the strategies independently in small groups. Findings indicate that students' comprehension was impacted and student discourse regarding comprehension strategies became more complex.