An Intervention Study in Grade 3 Based Upon Reciprocal Teaching
This article reports the results of a twelve-week intervention study in which 30 students in the third grade in a socially disadvantaged neighbourhood received training in a reciprocal teaching reading programme twice a week. Previously, (a) no study of the effects of reciprocal teaching had been conducted in a Swedish context under the conditions of larger groups in grade 3 or (b) in a socially disadvantaged neighbourhood. In the present study, the students were instructed in â€˜text talkâ€™ in large groups, with 15 participants in each group. Each session lasted 15 to 20 minutes. Some text talks were video recorded. The video recordings were analysed qualitatively. The studentsâ€™ reading comprehension was tested before the intervention, immediately after completing the intervention, and three months after completing the intervention. The results presented suggest that the studentsâ€™ reading comprehension significantly increased. In the conclusion, the study indicates that reciprocal teaching had a positive effect on students in grade 3 in a Swedish context; however, uncontrolled intervening variables cannot be ruled out.
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Copyright (c) 2015 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)