|Reciprocal Teaching: A Review of the Research|
|Pédagogie Explicite - Barak Rosenshine|
|Écrit par Barak Rosenshine et Carla Meister|
|Mardi, 13 Décembre 1994 00:00|
Barak Rosenshine et Carla Meister
Reciprocal Teaching: A Review of the Research
Review of Educational Research, Winter 1994, Vol. 64, No. 4, pp. 479-530
Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension. The learning of cognitive strategies such as summarization, question generation, clarification, and prediction is supported through dialogue between teacher and students as they attempt to gain meaning from text. This article is a review of sixteen studies on reciprocal leaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International. All the studies included in this review were quantitative in methodology. When standardized tests were used to assess comprehension, the median effect size, favoring reciprocal teaching, was .32. When experimenterdeveloped comprehension tests were used, the median effect size was .88. We also discuss the role of cognitive strategies in enhancing comprehension, the strategies that were most helpful, instructional approaches for teaching cognitive strategies, the quality of the dialogue during reciprocal teaching, and suggestions for future research and practice.