Implementation Quality of Principles of Reciprocal Teaching in Whole-Classroom Settings: A Two-Year Study with Low-Achieving Adolescents

Autor/inn/en	Okkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C.
Titel	Implementation Quality of Principles of Reciprocal Teaching in Whole-Classroom Settings: A Two-Year Study with Low-Achieving Adolescents
Quelle	In: Reading Psychology, 42 (2021) 4, S. 323-363Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okkinga, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1887019
Schlagwörter	Forschungsbericht; Reciprocal Teaching; Low Achievement; Adolescents; Grade 7; Grade 8; Secondary School Students; Reading Comprehension; Reading Strategies; Reading Instruction; Instructional Effectiveness; Classroom Environment; Group Activities; Cooperative Learning; Modeling (Psychology); Protocol Analysis; Language Teachers; Indo European Languages; Coaching (Performance); Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Gruppenaktivität; Kooperatives Lernen; Modeling; Modelling; Modellierung; Language teacher; Sprachunterricht; Indoeuropäisch; Ausland; Niederlande
Abstract	Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years, experimental teachers (n = 10) were given training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher implementation were focused on instruction of reading strategies, modeling, and support of group work, and were performed in both experimental and control classes, comprising a total of 238 students (grade 7). The study shows that overall, there is no effect of the treatment on adolescent low-achievers' reading comprehension. Interestingly however, the principle of modeling positively moderated the effect of reciprocal teaching In addition, results suggest that the quality of implementation of reciprocal teaching in whole-classroom settings should receive more attention. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01