Date Approved

2-1-2017

Embargo Period

2-2-2017

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Second Advisor

Lee, Valerie

Third Advisor

Madden, Marjorie

Subject(s)

Reading (Elementary); Reading comprehension; Common Core State Standards (Education)

Disciplines

Elementary Education and Teaching

Abstract

This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of groups provided unplanned discussions through questions among the students as well as when making text connections.

Other Repository URL

http://dissertations.umi.com/rowan:10286

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