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DIRECT, EXPLICIT
COMPREHENSION INSTRUCTION: AN EXAMPLE
Reciprocal Teaching is a
scaffolded approach to teaching comprehension
strategies. It was designed for youth at any grade
level, typically scoring in the thirty-fifth
percentile or below on standardized reading
measures, with the aim of teaching them to actively
process the text they read in small groups. The
teacher models four critical strategies:
questioning, clarifying, predicting, and
summarizing. The teacher then transfers
responsibility for implementing the strategies to
students by having them work in small groups.
Students either take turns using each strategy or
lead discussions by using all four strategies, in
the latter case becoming the “teacher.” By taking
turns using each of the strategies with a series of
texts, children learn to independently and flexibly
apply the strategies on their own.
Questioning
poses questions based on a portion of a text the group has read, either aloud or silently.
Clarifying
resolves confusions about words, phrases, or concepts, drawing on the text when possible.
Predicting
suggests what will next happen in or be learned next from the text.
Summarizing
sums up the content, identifying the gist of what has been read and discussed.
Source: Palincsar &
Herrenkohl, 2002.
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