Author(s)

Amber Rosenberger

Date Approved

9-12-2011

Document Type

Thesis

Degree Name

M.S.T. Teaching

Department

Teacher Education

College

College of Education

First Advisor

Madden, Marjorie

Subject(s)

Reading comprehension;Peer teaching

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study is to determine how the use of reciprocal teaching affects the learning of inference skills in four, 4th grade excel readers. By utilizing reciprocal teaching as the instructional component and incorporating engaging read alouds, this study seeks to determine how these effect the development of inference skills. The students in this study received explicit instruction about inference skills and the reciprocal teaching model. Students participated in daily read alouds and reciprocal teaching for twenty minutes over the period of four weeks. Through teacher observations, focus group discussions, excerpts from teacher research journal, and video clips the study showed some increase in inference making among focus group participants. Out of four focus group participants, all participants increased their ability to make inferences in reading. The findings of this study suggest that read alouds along with reciprocal teaching, teacher questioning, and reader's schema effect students' development of inference skills in reading.

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