To see the other types of publications on this topic, follow the link: Reciprocal Teaching Procedure.
Journal articles on the topic 'Reciprocal Teaching Procedure'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 19 journal articles for your research on the topic 'Reciprocal Teaching Procedure.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Andrews, Jean F. "Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure." Exceptional Children 54, no. 4 (January 1988): 349–55. http://dx.doi.org/10.1177/001440298805400409.
Full textAbstract:
Information is presented on the implementation of a prereading program in a school setting using the reciprocal training procedure and on implications for educators, teacher educators, and parents. This instructional procedure, grounded in Vygotsky's theory of language and learning, is an interactive dialogue through which the teacher explicitly models four prereading skills: finger spelling, book reading, story retelling, and word recognition during story-time session with experimental storybooks. Pre-post test analyses show that gains were made in letter, word, and story knowledge through the use of the reciprocal teaching procedure.
2
Rosenshine, Barak, and Carla Meister. "Reciprocal Teaching: A Review of the Research." Review of Educational Research 64, no. 4 (December 1994): 479–530. http://dx.doi.org/10.3102/00346543064004479.
Full textAbstract:
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is a review of sixteen studies on reciprocal teaching, which include published studies found in journal articles and unpublished studies indexed in Dissertation Abstracts International.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 experimenter-developed 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.
3
Reutzel, D. Ray, and Paul M. Hollingsworth. "Highlighting Key Vocabulary: A Generative-Reciprocal Procedure for Teaching Selected Inference Types." Reading Research Quarterly 23, no. 3 (1988): 358. http://dx.doi.org/10.2307/748047.
Full text
4
Syarfuni. "THE IMPLEMENTATION OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION (AN EXPERIMENTAL RESEARCH AT SMPN 4 BANDA ACEH)." Visipena Journal 2, no. 2 (December 31, 2011): 17–30. http://dx.doi.org/10.46244/visipena.v2i2.43.
Full textAbstract:
This study is about the implementation of reciprocal teaching in teaching reading comprehension. The objectives of the study are:1) to find out if students who are taught through reciprocal teaching have a difference significant than those who are taught through grammar translation method, 2) to find out what the students’ responses toward the implementation of reciprocal teaching in teaching reading comprehension. The method in this study is quantitative and qualitative method. The population is all the second grade students in SMPN 4 Banda Aceh, and the sample is the VIII/I and the VIII/II. The sample was chosen by using random sampling. To obtain the data related to the implementation of reciprocal teaching the writer gave the pre-test and post-test to two groups; experimental group and control group. The instrument used to collect the data was test and questionnaires. The test is used to see the result of achievement of students in reading comprehension while the questionnaires are used to get the students’ responses toward the implementation of reciprocal teaching. The quantitative data was analyzed by means of the statistical procedure in order to see whether there is a difference significant between reciprocal teaching method and grammar translation method in teaching reading comprehension. The questionnaires were analyzed by using the percentage formula for each question item. After processing the data, it found that there is a significant difference between reciprocal teaching and grammar translation method and the students’ response are positive. It can be concluded that reciprocal teaching is better than grammar translation method in teaching reading comprehension. This is proved by the test result where t-test score is higher than t-table (2.45 >1.70) and the students’ ability in the experimental group increases up to 21% while in the control group the students’ ability reaches only 9%. This means that the alternative hypothesis is accepted and the null hypothesis is rejected.
5
Cahyani, Putri Amalia. "Kemampuan Penalaran Matematis Peserta Didik Melalui Model Pembelajaran Reciprocal Teaching Dengan Berbantuan Alat Peraga “Kartu Pintar” Pada Materi Prisma Dan Limas Kelas VIII SMP Negeri 1 Pandaan Tahun Ajaran 2017/2018." JPM : Jurnal Pendidikan Matematika 5, no. 1 (March 6, 2019): 28. http://dx.doi.org/10.33474/jpm.v5i1.2627.
Full textAbstract:
The purpose of this study was to determine whether there is an increase in mathematical reasoning abilities and to describe the mathematical reasoning abilities of students through the Reciprocal Teaching learning model assisted with "smart card" teaching aids on prism and pyramid material class VIII Public Middle School 1 Pandaan 2017/2018 Academic Year. The research method used in this study, which is a mixed method with an experimental mixed method design design, was to wrap a basic mixed method design into a further strategy, namely by adding processes into the experimental procedure. The results showed that based on the results of quantitative data analysis, it was concluded that there was an increase between mathematical reasoning abilities before and after using the Reciprocal Teaching learning model with the help of "smart card" teaching aids on class VIII prism and pyramid material in Pandaan 1 Public Middle School. From some of the data analysis shows that mathematical reasoning ability increases after the application of the Reciprocal Teaching learning model with the help of "smart card" teaching aids.
6
Hariyanto, Sugeng. "Reciprocal Teaching and Genre-Based Approach Combination: A Proposed Strategy in Business English Classes." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 2 (September 3, 2015): 252. http://dx.doi.org/10.15639/teflinjournal.v12i2/252-266.
Full textAbstract:
Reciprocal teaching (RT) is a teaching procedure for reading comprehension involving direct instruction, modeling, feedback and repeated practice in four cognitive strategies, namely questioning, clarifying, summarizing, and predicting. The focus of Genre-based approach is to show students how meaning can be constructed with language and train them to make use of language to fulfill their needs. This approach proceeds through 4 steps: preparation, modelng, joint construction, independent construction, plus one additional step, publishing. Reciprocal teaching approach (RT) is used because it can incorporate speaking activities. The texts are selected based on the genre that will be used in the work sites, namely in the office setting. This article presents how to apply reciprocal teaching and genre-based approach to teach Business English at non-English Department of university level. This proposed strategy has been tried out at Business Administration Department of State Polytechnic of Malang. A sample lesson plan is given at the end of this article.
7
Islam, Syaiful. "IMPLEMENTING RECIPROCAL TEACHING METHOD IN IMPROVE THE STUDENTS’ READING COMPREHENSION ABILITY." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 1 (June 30, 2020): 96. http://dx.doi.org/10.24252/eternal.v61.2020.a9.
Full textAbstract:
This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could motivate the students to actively involve during the teaching and learning process. The result of the research showed that the Reciprocal Teaching Method in the teaching-learning of reading comprehension was effective in improving the students’ reading comprehension. The improvement was indicated by the increase of the students’ average score throughout the cycle of action that was 72.63 in the preliminary study; 79.88 in the test of Cycle 1. Besides, students were motivated and active in the class using the method in terms of learning to work together and to help each other in a group with different competence, which was showed by the result of their works.
8
Ashegh Navaie, Leila. "The Effects of Reciprocal Teaching on Reading Comprehension of Iranian EFL Learners." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 26. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.26.
Full textAbstract:
The present study aimed at investigating the effectiveness of the Reciprocal Teaching Procedure (RTP) on reading comprehension of intermediate Iranian EFL learners in Iran. Two intact groups were chosen non-randomly, one as the control group and the other as the experimental group. Then an IELTS reading test was administered to both groups as pretest. After analyzing the collected scores by independent t-test it was known that there was no meaningful difference between control and experimental groups before the treatment. Both groups were offered 15 sessions of reading, the experimental group received treatment, they were taught reading by applying RTP as an instructional strategy, but the control group was taught reading through the conventional method. The results showed that reciprocal teaching can improve reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.
9
Dharmawan, I. Komang Surya, and I. Dewa Gede Rat Dwiyana Putra. "Improving Students’ Participation And Motivation In Reading Comprehension Through Reciprocal Teaching." Jurnal Penjaminan Mutu 6, no. 1 (March 10, 2020): 23. http://dx.doi.org/10.25078/jpm.v6i1.935.
Full textAbstract:
<p><em>Penelitian ini merupakan sebuah upaya untuk meningkatkan partisipasi dan motivasi siswa dalam kegiatan membaca teks procedure dan report melalui metode </em>Reciprocal Teaching<em>. Penelitian ini merupakan penelitian kualitatif yang dikembangkan menjadi sebuah PTK (Penelitian Tindakan Kelas). Subjek dalam penelitian ini adalah siswa kelas 9 SMP Negeri 9 Satu Atap Praya Barat Daya. Kelas ini terdiri dari 4 (empat) siswa. Subjek dipilih berdasarkan observasi awal dan tes yang dilakukan oleh penulis pada awal penelitian. Hasil penelitian menunjukkan bahwa siswa tersebut memiliki partisipasi dan motivasi yang rendah dalam kegiatan membaca, sehingga mempengaruhi pemahaman membaca mereka dalam pembelajaran Bahasa Inggris. Tahap PTK dilakukan dalam dua siklus yang meliputi perencanaan, pelaksanaan, observasi, refleksi dan revisi. Hasilna menunjukkan bahwa metode </em>Reciprocal Teaching <em>dapat meningkatkan partisipasi siswa terhadap kegiatan membaca pada siklus I (terjadi peningkatan 12%) dan siklus II (terjadi peningkatan 12%). Selain itu, motivasi siswa terhadap kegiatan membaca mereka juga meningkat pada siklus I (terjadi peningkatan 7%) dan bahkan peningkatan yang lebih tinggi pada siklus II (terjadi peningkatan 17%). Ini berarti bahwa metode ini terbukti dapat meningkatkan partisipasi siswa dalam kegiatan membaca mereka. Disamping itu, motivasi siswa meningkat dengan penerapan metode </em>Reciprocal Teaching<em> ini. Penelitian ini dapat digunakan sebagai referensi untuk melakukan penelitian yang berkaitan dengan kemampuan membaca atau metode pembelajaran </em>Reciprocal Teaching<em> kepada peneliti lain ataupun praktisi Pendidikan Bahasa Inggris.</em></p>
10
Yeh, Hui-Chin, Hsiu-Ting Hung, and Yu-Hsin Chiang. "The use of online annotations in reading instruction and its impact on students’ reading progress and processes." ReCALL 29, no. 1 (April 8, 2016): 22–38. http://dx.doi.org/10.1017/s0958344016000021.
Full textAbstract:
AbstractStudies suggest that the incorporation of online annotations in reading instruction can improve students’ reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional framework to support students’ reading comprehension progress and processes, facilitated by the use of online annotations. A total of 54 English language learners at a university were recruited to read with online annotations based on the RT procedure, namely predicting, clarifying, questioning, and summarizing. The data collected included the students’ scores on pre- and post-tests and their participation records in a collaborative learning environment. The results reveal that the students enhanced their reading comprehension after the intervention. Their reading processes were also analyzed, and the major differences between the groups making more and less progress were identified. Those who made more progress not only frequently reviewed their previously generated predictions, clarifications, questions, and summaries but also actively provided feedback to their peers in a reciprocal manner. Pedagogical implications and recommendations are discussed.
11
Seymour, Jennifer R., and Helena P. Osana. "Reciprocal Teaching procedures and principles: two teachers’ developing understanding." Teaching and Teacher Education 19, no. 3 (April 2003): 325–44. http://dx.doi.org/10.1016/s0742-051x(03)00018-0.
Full text
12
Segun, Afolabi M., and Salami A. Ekundayo. "Genetic Dissection of Low-N Traits using Triple Test Cross Analysis in Maize (Zea mays L.)." Journal of Plant Breeding and Genetics 6, no. 1 (April 25, 2018): 15–22. http://dx.doi.org/10.33687/pbg.006.01.2369.
Full textAbstract:
Low-N maize is bred for its ability to tolerate low soil nitrogen (N) by growing and producing grain that compares appreciably to conventional varieties. This experiment was conducted to study the genetic effects of grain yield and other agronomic traits in Low-N maize using triple test cross analysis. Twelve low-N open pollinated maize varieties were converted to the inbred line after six generations of selfing and used for the experiment. Two inbred lines along with their F1 were used as testers for ten inbred lines in a triple test cross pattern to generate 30 crosses and along with their parents and testers to make a total of 43 entries which were evaluated at the Teaching and Research Farms of Ekiti State University, Ado-Ekiti during in 2017. The design was a Randomized Complete Block Design (RCBD). Data was collected on plant height, ear height, days to 50% anthesis, days to 50% silking, the incidence of Curvularia leaf spot, blight, plant aspect, ear aspect, ear rot, stay green, cob per plant, ear weight, grain moisture content and grain yield. All data was subjected to analysis of variance and complete genetic estimates made. Additive and dominants were significant (P0.05) for all traits, however, epitasis estimates were not significant for all the traits. The degree of dominance component indicated partial dominance for all the traits. Correlation coefficients for days to 50% anthesis and 50% silking, plant height, ear height, number of cob per plant and grain yield were positive and significant (P0.05). Since both additive and dominance gene actions were important for low-N traits, the use of reciprocal recurrent selection procedure can be adopted in incorporating the trait into elite maize varieties.
13
M.Pd., Irene Trisiska. "THE IMPLEMENTATION OF RECIPROCAL TEACHING IN READING CLASS." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 1 (October 29, 2019): 22–31. http://dx.doi.org/10.21067/jibs.v6i1.3709.
Full textAbstract:
This research was conducted to find out how the application of reciprocal teaching can improve student’s understanding in reading subject. The application of Reciprocal Teaching can help university students as prospective educators to be able to improve their creativity. This research used Classroom Action Research (CAR) which had four steps of research procedures namely planning, implementing, observing, and analyzing. The subjects of this study were fourth semester students of Kanjuruhan University of Malang who took critical reading course. To achieve the criteria for success, researchers took two cycles by adopting theories from Kemmis and Taggart. In the first cycle, students who achieved success criteria were 43.47%. However, the success criteria targeted by researchers were75%. In the second cycle the success rate of students reached 82.60%. The conclusion of this study is that teaching reading using reciprocal can increase student motivation and increase student interaction. Because interaction with other students and with lecturer increases, motivation to learn and confidence also increases, it can also improve student learning outcomes. Positive competitiveness is also shown by students bravely expressing their ideas quickly. The application of reciprocal teaching in the class has problems including controlling classroom situations, there are some students who rely on their friends in doing work, and there are some students who are a bit selfish and feel that working together in working on problems makes them slow because they have to explain their opinions and then put forward in front of the class.
Keywords: Creativity, Reciprocal Teaching, CAR
14
Moka, Santriwati, Heris Hendriana, and M. Afrilianto. "KEMAMPUAN REPRESENTASI MATEMATIK SISWA KELAS IX MTS PADA MATERI BANGUN RUANG SISI LENGKUNG DENGAN PENERAPAN PENDEKATAN RECIPROCAL TEACHING." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 3 (May 23, 2018): 259. http://dx.doi.org/10.22460/jpmi.v1i3.p259-268.
Full textAbstract:
The purpose of this study is to analyze the influence of implementing reciprocal teaching approach as an attempt to improve students’ mathematical representation in class IX-B MTs Al-Musyahadah Cimahi on the curved-face three-dimensional-object. The type of research, which applied, is classroom action research. The classroom action research consists of 2 (two) cycles based on teaching syllabus of the mathematics teacher in class IX-B. Each cycle was conducted based on the learning objectives. The cycle in this study involved the following procedures: (1) Planning; (2) Implementation of action; (3) Observation and evaluation; (4) Reflection. Based on the result of research conducted on the students of class IX-B MTs Al-Musyahadah on the curved-face three-dimensional-object material, it revealed the fact that the use of reciprocal teaching approach can improve the ability of mathematical representation, which are; (1) responses and learning outcomes shown in cycle II are primly good, and (2) the students’ score of mathematical representation test capability in each cycle has improve significantly, until 87% on the last cycle . Moreover, the results showed that there are only 4 students from total 29 students who obtain score below 65. Therefore, Learning by applying reciprocal teaching approach is very effective to use in learning process.
15
McFadden, Teresa Ukrainetz. "Sounds and Stories." American Journal of Speech-Language Pathology 7, no. 2 (May 1998): 5–13. http://dx.doi.org/10.1044/1058-0360.0702.05.
Full textAbstract:
Phonemic awareness instruction is an important part of child language intervention. Activities and procedures have generally been adopted directly from experimental studies. Although effective, these methods may strike a discordant note with more holistically-oriented speech-language pathologists. This article describes an alternative approach involving teaching phonemic awareness within meaningful text experiences. By teaching phonological awareness within its contexts of use, the emergent nature of literacy acquisition and the reciprocal relationship between phonological awareness and literacy are recognized and capitalized upon. Phonemic awareness instruction then becomes part of the greater whole of meaningful, contextualized language and literacy intervention.
16
Schünemann, Nina, Nadine Spörer, Vanessa A. Völlinger, and Joachim C. Brunstein. "Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups." Instructional Science 45, no. 4 (April 11, 2017): 395–415. http://dx.doi.org/10.1007/s11251-017-9409-1.
Full text
17
Miller, Todd M., and Kathy Thiemann-Bourque. "Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills." Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 20–28. http://dx.doi.org/10.1044/persp1.sig1.20.
Full textAbstract:
A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.
18
Miranda, Martina L. "The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom." Journal of Research in Music Education 52, no. 1 (April 2004): 43–63. http://dx.doi.org/10.2307/3345524.
Full textAbstract:
The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships with families), as published by the National Association for the Education of Young Children (NAEYC). Findings included practices congruent with DAP such as engagement as co-learners, inclusion of children's requests, inclusion of play, adjustment to individual needs, assessment in authentic contexts, and respect for family contexts. Incongruent practices included favoritism, lack of response to developmental needs, inflexible curricular decisions, and sparse communication with families. Implications included the need for early childhood coursework and mentorship.
19
Suratno, Suratno. "STRATEGI KOOPERATIF GABUNGAN JIGSAW IV-RECIPROCAL TEACHING DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF BIOLOGI SISWA SMA DI JEMBER." BIOEDUKASI (Jurnal Pendidikan Biologi) 1, no. 1 (May 1, 2010). http://dx.doi.org/10.24127/bioedukasi.v1i1.178.
Full textAbstract:
The learning achievement is important aspect on biology learning. This study aims at finding out the effect of the learning strategy toward the cognitive learning achievement.This study was quasy experimental design. The procedure of the experimental study was pretest-posttest nonequivalent control group design. The population of this study was the 10th grade students of 2008/2009 academic year of the public and private senior high schools in Jember. The cognitive learning achievement was measured by adopting a test of essay. Before using the instruments, they were tried out to get validity, reliability, level of difficulty, and the different weight. The data analysis by covariance (ancova) that were taken place at least significance difference (LSD). In guiding the calculation, the data were analyzed by using the computer program of SPSS for Window 16.0 version. Findings showed that the learning strategy affected toward cognitive learning achievement of the students. Jigsaw, Reciprocal Teaching (RT), and the combination of Jigsaw-RT strategies could increase the cognitive learning achievement of the students. The combination of Jigsaw-RT strategies was significantly approved in increasing the cognitive learning achievement of the students that were similar to Jigsaw and RT strategies. Kata kunci: Jigsaw IV, Reciprocal Teaching, hasil belajar kognitif biologi.