Abstract on Reading
Comprehension Strategies
 Abstract.Theory
and Related Research.Research
DesignDiscussion
of the FindingsAnalysis,
Conclusions and Implications
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This study
was designed to examine the effects of the reciprocal teaching method to
improve a learner's comprehension ability on both narrative and
expository text. Subjects were sixth grade middle school students
who demonstrated comprehension of text at varying ability levels.
Six students were chosen as the focus group based on their level of
comprehension. A baseline was taken for each student demonstrating the
use of the four different strategies in isolation. Subjects were
introduced to the strategies of clarification, question generation,
summarization and prediction and required to demonstrate their use of
the strategies over a five month period of time. Assessment on each
strategy was based on graphic organizers the subjects completed using
narrative and expository text, teacher observations and multiple -choice
style questions, and subjects' self-reflections. According to the
results students showed growth in comprehension when using the reciprocal
teaching method and showed transfer of these strategies from narrative
text to expository text.
Problem and Hypothesis Methodology
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“A child's innate language capacity must be stimulated and supported” (Ruddell & Unrau, 1994, p. 1011)
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