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
Advisor
Browne, Susan
Committee Member 1
Lee, Valerie
Committee Member 2
Madden, Marjorie
Keywords
reading instruction, non-fiction
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.
Recommended Citation
Delaney-Beane, Mary, "How does reciprocal teaching scaffold reading comprehension of non-fiction text?" (2017). Theses and Dissertations. 2353.
https://rdw.rowan.edu/etd/2353
