Date Approved

7-23-2018

Embargo Period

7-24-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney J.

Committee Member 1

Accardo, Amy

Committee Member 2

Xin, Joy

Keywords

Guided Reading, Reciprocal Teaching, Specific Poor Comprehension, Third Grade

Subject(s)

Reading comprehension; Education, Elementary

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

This study examined the effects that using the reciprocal teaching intervention method had on third grade students with specific poor comprehension skills within a guided reading setting. The study included ten third grade students - five boys and five girls. While all the students read fluently, they were identified with poor reading comprehension skills. The researcher conducted the reading groups with both the experimental group and the control group. The experimental group received the reciprocal teaching intervention. The control group received the standard guided reading lessons. Results from the study show that reciprocal teaching can improve third graders reading comprehension skills. Participants in the experimental group increased their scores from the pre-test to the post-test. The experimental group also increased their reading comprehension scores on the Developmental Reading Assessment (DRA). Several of the control group participants decreased their scores in reading comprehension on the DRA. It is clear students in both groups made increases, however, more of the experimental group participants increased comprehension scores as compared to the control group participants.

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