Date Approved
9-12-2011
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.S.T. Teaching
Department
Teacher Education
College
College of Education
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.
Recommended Citation
Rosenberger, Amber, "Reciprocal teaching and its effect on inference skills to enhance reading comprehension" (2011). Theses and Dissertations. 58.
https://rdw.rowan.edu/etd/58
