Instruction of Reading Comprehension Strategies through Reciprocal Teaching: Effects of Grouping Formats
Supporting Agencies
- Este trabajo se ha desarrollado bajo un proyecto subvencionado por la Generalitat Valenciana
- referencia GV-2009-110
- y por la Universidad de Valencia
- referencia UV-AE-09-5730.
Abstract
The aim of this study was to compare the effects of two grouping formats on the reading comprehension. Reading comprehension Instruction used reciprocal teaching (RT) that is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. A sample of 43 students in the fourth year of primary education was selected: 18 children were instructed in regular classroom (GG), 8 were instructed in small group (PG), while the remaining 17 made up the comparison group (GC). Two types of comprehension measures were used: tasks of specific effects (getting the main idea, comprehension-monitoring test) and transfer effect measures (standardized test, word meaning inference, and free recall). Thus, the results show that both RT conditions benefited from the instruction, performing better than the comparison group in measures of specific effects and in the transfer effect measures. Furthermore, students from small group (PG) outperformed students in GG and GC on specific effects and in the transfer effect measures.
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