Research Project in Reciprocal Teaching
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Intervention
METHOD and VARIABLES
The intervention selected was the use of reciprocal teaching strategies. Materials used were Books G and H in the AIM Higher Reading Comprehension series. The subjects were three ninth grade special education students. Two of the special education students were selected because they have an identified need in reading as written on their Individual Education Programs. The third subject was a special education student who did not have an identified disability in reading. His disability is manifested in writing and mathematics. He was selected to see if introduction of strategies would influence someone who enjoys reading. Interventions occurred in a variety of locations depending on the schedule of the day and space availability. The locations were the special education office, the library, the library alcove, and the video editing room.
Independent variables were the
reciprocal teaching strategies of predicting, summarizing, questioning, and
clarifying. Dependent variables were the number of correct responses on
comprehension questions following the use of strategies with a reading passage
in identification of main idea, details, inferences, cause and effect,
sequence, and vocabulary.