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ABSTRACT

    In an era of high stakes testing, accountability, and standards-based educational reform, students must demonstrate proficient reading and writing achievement in a variety of academic disciplines.  High school students, particularly the disinterested, disaffected, and disabled students, are expected to comprehend complex informational text. Three secondary students, who receive special education services, participated in a study of the effectiveness of reciprocal teaching strategies on comprehension of informational text.  In a multiple baseline across subjects design, students practiced the strategies of prediction, questioning, clarification, and summarization with short passages of informational text.  Students demonstrated improved comprehension on pre and post intervention questions about main idea, details, sequence, vocabulary in context, cause and effect, and inference.  They identified more effective reading strategies from pre to post intervention on a reading strategy awareness inventory.  While these students exhibited increased comprehension within individual and small group settings, generalization to larger settings is not possible without further exploration.

                                                  What you water with patience and wisdom will grow.

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