Today’s Schedule
4. Warm-up/Journal Writing
3. Learn about Reciprocal Teaching
2. Demonstration of Strategy
1. Exit Ticket and Done! :)
Ms. Ibarra-Sdoeung
Warm Up/Journal
 A life lesson is something you learn from
events that happen in your life. For example,
practicing in order to become a better
bowler.
Think and write: What kind of activities do you
like to do in the winter? Have you learned any
lessons along the way? (3 min.)
Research on Reciprocal
Teaching
Learning characteristics that warrant the use
of this strategy: an increasing number of
children identified having a need for special
education services.
 1/3 of more than 6 million students who receive
special education in the U.S. are between the ages of
14 and 17 (Smith, Gartin, & Murdick 2012).
…Research on Reciprocal Teaching
 Students with with mild disabilities tend to fall in one
of the four high-incidence categories: 1. mild
intellectual disabilities, 2. learning disabilities, 3.
mild/emotional behavioral disorders, and 4. less
severe forms of autism.
 Typically struggle in the following areas:
• Delayed cognitive development
• Difficulty with language-based subject areas
(Smith, Gartin, & Murdick, 2012).
Summary of Research Articles
 Looking at the impact of Reciprocal
Teaching on adults and students with mild
intellectual disabilities.
Adults with mild intellectual
disabilities (2007)
• 38 subjects
• Age: 20-72
• IQ: 46-69
Students with mild intellectual
disabilities (2013)
• 40 Subjects
• Age: 13-18
• All students with mild
intellectual disabilities, and
some also diagnosed in thd
ASD spectrum, having ADHD,
or Turner’s Syndrome.
Questions Raised by
Researchers
 Can [thinking or comprehension aspect of reading]
be developed in these adults?
 What would be an effective approach?
 Does Reciprocal Teaching yield better results than
restricted direct teaching principles?
(Van den Bos, Nakken, Nicolay, & Van Houten, 2007, p.
836).
 Can students with mild intellectual disabilities
acquire reading comprehension through an
interactive social setting that would enable them to
collectively make sense of the text? (Lundberg &
Reichenberg, 2013, p. 92-93).
How Studies Were Conducted
Adults with mild intellectual
disabilities (2007)
•
•
•
•
Divided subjects into two groups
(e.g. control and experimental
group).
Provided structured lessons in a
quiet place to the experimental
group, which included: introduction,
instruction, application, and round
up.
3 months duration with a specific
number of lesson blocks per week
utilizing the four strategies of
Reciprocal Teaching.
Individually-administered tests
measured comprehension of
narrative and expository texts.
Students with mild intellectual
disabilities (2013)
•
•
•
•
Divided subjects into two groups (i.e.
IT & RT group).
Inference Teaching received
instruction on question types and
explaining clues to answer whquestions. Whereas the Reciprocal
Teaching group received instruction
using reciprocal teaching using four
strategies: making predictions,
asking questions, making
clarifications, and summarizing.
Both IT and RT involve text-talk, but
Reciprocal Teaching more so than
Inference Teaching.
8 weeks of bi-weekly 30-min.
sessions.
Research Results
Adults with mild intellectual
disabilities (2007)
•
•
•
•
•
Mean strategy scores at pretest 38% and
posttest 50% indicate that narrative texts
are more easy than expository texts.
Corresponding mean scores show that
summarizing, questioning, and
predicting are easier with narrative texts.
Pretest level: 42% in narrative and 34%
in expository. Posttest: 50% correct for
both.
Reading comprehension scores did not
show much difference in control group,
but mean scores for posttest of the
experimental group were significantly
higher than pretest.
General scores indicated a positive
maintenance of improved scores over a
three-month period.
Students with mild intellectual
disabilities (2013)
•
Improved test results for both groups and
no significant difference between IT and
RT.
•
Overall posttest results show a
significant general improvement for both
groups.
•
The effect size was most significant for
RT group—except in reading
comprehension where ceiling is believed
to have been reached.
Students with intellectual mild
disabilities demonstrated the capability
to construct meaning from written text
through interventions that provide
guided social interactions.
•
Shortcomings of Research
 Resulting from a smaller effect size than expected,




researchers point to “better matches” between text
variables in the future.
Resulting from some test repetitions, future
considerations involve an extension and more
balanced number of test versions (2007).
Lack of differential effect in second study, which
resulted from similar procedures of both
interventions.
Lack of additional comparison group because
variables were not so critical/different (2013)!
Consideration of a larger norm sample for both
studies.
Classroom Implications
 Studies clearly demonstrate that Reciprocal




Teaching, and other strategy intervention programs
that involve guided social interactions are effective
methods to teach students and adults with mild
intellectual disabilities.
Students with mild intellectual disabilities can
improve academically.
Learning does not stop at any given age.
Research-based strategies such as reciprocal
teaching must be a par of every teacher’s instruction.
The continuous learning of teachers is an essential
part of the learning of our students.
References
Lundberg, I., & Reichenberg, M. (2013). Developing Reading Comprehension Among
Students With Mild Intellectual Disabilities: An Intervention Study. Scandinavian
Journal Of Educational Research, 57(1), 89-100. doi:10.1080/00313831.2011.623179.
Smith, E. C. T., Gartin, B., & Murdick, L. M. (2012). Including Adolescents with
Disabilities in General Education Classrooms. Boston: Pearson.
Smith, D. B., & Tyler, N. C. (2010). Introduction to Special Education: Making a
Difference (7th ed.). Upper Saddle River, New Jersey: Merrill.
Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension
Technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.8.
Van den Bos, K. P., Nakken, H., Nicolay, P. G., & van Houten, E. J. (2007). Adults with
mild intellectual disabilities: can their reading comprehension ability be
improved?. Journal Of Intellectual Disability Research, 51(11), 835-849.
doi:10.1111/j.1365-2788.2006.00921.x
Reciprocal
Teaching
Text: “Carry Your Own Skis” by Lian Dolan
Objective:
Students will demonstrate understanding of
the text by using Reciprocal Teaching (i.e.
predicting, clarifying, questioning, and
summarizing).
What is Reciprocal Teaching?
Reciprocal Teaching is a reading
strategy which uses four
strategies to increase
comprehension:
 Predicting
 Clarifying
 Questioning
 Summarizing
When Predicting
 Preview the section for headings and key
words to help with your prediction.
 Skim and scan
 Apply what you already know or have already
read, to help make a prediction.
 You may write:
I think…
I predict…
When Clarifying
 Point out confusing ideas, words and
sentences.
 Identify words that are difficult to
pronounce.
 Explain how you were able to solve the
problem, or as a group figure it out using a
dictionary.
When Questioning
 Develop questions that can be answered
with information in the reading.
 Ask questions about the characters and
their actions.
 Ask questions using:
Who? What? When? Where? How? And Why?
When Summarizing
 Retell what you read in your own words.
 Retell the key point or main ideas:
Who is the main character in the story?
Where and when does the story take
place/setting?
What is the problem in the story?
What is the ending of the story/resolution?
Exit Ticket
 Before you leave…
Think about the four strategies used today
throughout our reading. Write which of the
four strategies helped you the most to
understand today’s reading. (5min.)