In 2005, Oczkus coined the phrase the "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Reciprocal teaching is made up of four components: predicting, clarifying, questioning, and comprehension. Reciprocal teaching utilizes the strategy of prediction, whereby students predict before reading, and then use those predictions during reading to check if they are correct (Stricklin, 2011). That is, the process is aimed at aiding students who possess grade-level skills in letter-sound correspondence ("sounding out" words and "chunking"), but are unable to construct meaning from the texts they decode. Īs previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). The concept of reciprocal teaching was first developed by Annemarie Sullivan Palincsar and Ann L. Reciprocal teaching is most effective in the context of small-group collaborative investigation, which is maintained by the teacher or reading tutor. Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher. Palincsar (1986) believes the purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. A reciprocal approach provides students with four specific reading strategies that are actively and consciously used to support comprehension: Questioning, Clarifying, Summarizing, and Predicting. Reciprocal teaching is a reading technique which is thought to promote students' reading comprehension. Reciprocal teaching is an instructional activity that takes the form of a dialogue between teachers and students regarding segments of text for the purpose of constructing the meaning of text.
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