From submarine to summary: Reciprocal Teaching in action in the kindergarten classroom
Research Question. How will utilizing the Reciprocal Teaching strategies of summarizing, clarifying, questioning and predicting with read-alouds impact kindergarten students' comprehension of text?
Research Activities. This research explores the application of Reciprocal Teaching (RT) in the kindergarten classroom. Context. The study took place in a self-contained kindergarten class at a public K–2 school. The research focused on four students identified for their differing levels of academic mastery and social development. Methods and Data. The inquiry lasted a period of five weeks, for a total of twenty sessions. It utilized the RT strategies of summarizing, questioning, clarifying and predicting in a small group setting with the use of read-alouds as a means for kindergarteners to access text. Data sets included a pre-inquiry and post-inquiry interview of attitudes toward reading, and understanding of strategies and their application. Pre-inquiry, mid-inquiry and post-inquiry assessments were made of students' strategy knowledge and application. In addition, observational notes were taken during each session and discussions were recorded via audiotape. Results showed that students exposed to the RT strategies in the context of read-alouds increased their ability to comprehend text as seen though their knowledge of the RT strategies and their application. These strategies also impacted students' overall understanding of reading and how to better understand the text they are presented.
Grade Level. Kindergarten
Data Collection Methods. Observation-Field Notes, Audio Recordings, Student Interviews
Curriculum Areas. English Language Arts, Reading
Instructional Approaches. Teacher Modeling, Group Discussions, Read-alouds
0535: Reading instruction
0727: Curriculum development