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Procedure of Reciprocal Teaching Strategy

Procedure of Reciprocal Teaching Strategy

Reciprocal Teaching use four discrete reading comprehension strategies within reciprocal teaching: questioning, summarizing, clarifying, and predicting.

a.       Questioning: Questioning involves the identification of information, themes, and ideas that are central and important enough to warrant further consideration. The central or important information, themes, or ideas are used to generate questions that are then used as self-tests for the reader. Questioning provides a context for exploring the text more deeply and assuring the construction of meaning.

b.      Summarizing: Summarizing is the process of identifying the important information, themes, and ideas within a text and integrating these into a clear and concise statement that communicates the essential meaning of the text. Summarizing may be based on a single paragraph, a section of text, or an entire passage. Summarizing provides the impetus to create a context for understanding the specifics of a text.

c.       Clarifying: Clarifying involves the identification and clarification of unclear, difficult, or unfamiliar aspects of a text. These aspects may include awkward sentence or passage structure, unfamiliar vocabulary, unclear references, or obscure concepts. Clarifying provides the motivation to remediate confusion through re-reading, the use of context in which the text was written and/or read, and the use of external resources (e.g., dictionary or thesaurus).

d.      Predicting: Predicting involves combining the reader’s prior knowledge, new knowledge from the text, and the text’s structure to create hypotheses related to the direction of the text and the author’s intent in writing. Predicting provides an overall rationale for reading – to confirm or disconfirm self-generated hypotheses[1].

In addition Petty, G  defines Reciprocal teaching aims to teach reading skills. The cycle of activities is not in the least arbitrary, but carefully designed after much research. It aims to model good comprehension strategies, to require students to practice them, and to provide learners with immediate feedback on their use of these strategies. Petty G also point out the procedure of Reciprocal Teaching as follows[2]:

[1] Doolittle, Hicks, Triplett, Nichols, and Young (2017) Reciprocal Teaching for Reading Comprehension in Higher Education: A Strategy for Fostering the Deeper Understanding of Texts. International Journal of Teaching and Learning in Higher Education. Virginia. ISSN 1812-9129. Page 107

[2] Petty, G (2009) Evidence-Based Teaching. A Practical Approach. Second Edition. United Kingdom. Page 156


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