Reciprocal teaching. The application of a reading improvement strategy on urban students in Highland Park, Michigan, 1993-95.

Autor/in	Carter, Carolyn J.
Sonst. Personen	Fekete, Diane F. (Mitarb.)
Institution	International Bureau of Education
Titel	Reciprocal teaching. The application of a reading improvement strategy on urban students in Highland Park, Michigan, 1993-95.
Quelle	Geneva: IBE (2001), 39 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Innodata monographs. 8
Beigaben	Literaturangaben 40
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Fallstudie; Kognitionspsychologie; Verstehen; Bildungsreform; Förderungsmaßnahme; Primarbereich; Sekundarschule; Lehrerrolle; Schüler; Leistungsschwäche; Schülerleistung; Reziprokes Lehren; Unterrichtsmethode; Text; Leseförderung; Lesen; Dialog; Leistung; Michigan; USA
Abstract	Reciprocal Teaching, developed by education researchers in the United States, is an approach to improving reading skills based on the development of comprehension through direct engagement with the text. Teachers engage in dialogue about the text with students using four comprehension strategies: generating questions, summarizing, clarifying and predicting. The approach fosters self-verbalization techniques and metacognition in readers, enabling them to construct meaning from the written word. This monograph describes the application of Reciprocal Teaching as an innovative approach in the underachieving school district of Highland Park, Michigan, USA, during 1993-95. This attempt to raise reading scores in the state's lowestperforming schools to accepted standards resulted in considerable improvement, with the numbers of fourth grade students in this district who met or exceeded standards rising from 14.4% in 1993 to 39.6% in 1996. Although sadly the strategy was not continued at Highland Park, Reciprocal Teaching is widely applied throughout the United States and increasingly further afield, with marked success in developing reading competence. This case study begins with a description of the academic context in which the Reciprocal Teaching innovation took place. Additionally, the environmental factors that provided the backdrop for the pressure which school officials in Highland Park faced as a result of national, state-level and local academic goals and expectations are described. Following these is a description of the district, its history with the Michigan Educational Assessment Program (MEAP), its typical student performance on tests of measurement, and the environmental factors therein that militated against efforts to develop students as literate individuals. Collectively, these provide the political, academic and social context in which the Reciprocal Teaching initiative was undertaken. This section is followed by a description of the intervention undertaken and an account of the methodology employed by the district to launch and complete the innovation, as well as an annual update of student performance results spanning the years 1995-1998. The case study ends with a review of the degree to which Reciprocal Teaching is currently utilized in Highland Park, the state of Michigan and the United States. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)