Reciprocal Reading Comprehension Analysis

Reading comprehension is a critical skill for students. When students demonstrate that they need intensive support in the area of comprehension, the teacher may have to modify the present curriculum being used in the classroom. Therefore, the author suggests a reading comprehension practice modification that combines a modified reciprocal teaching style and cooperative learning. Thus, a reciprocal teaching style is when the teachers and students take turns leading a discussion about the key features of text through summarizing, questioning, clarifying and predicting. In fact, reciprocal teaching aides helps students who have difficulty with reading comprehension. Included in this modification are four comprehension strategies that students

They have to help students identify the information they have read. A strategy to get this information is to ask who or what and what is relevant within the passage. The students are taught, to sum up, a passage in less than ten words, so that their meaning conveys the most important idea(s), but not unnecessary details. The wrap up teaches students how to come up with questions and review the important information they have read. The second strategy is cooperative learning. Once the students have learned the four strategies of reciprocal teaching, the students have developed proficiency by applying them in teacher-led activities, they are now ready to participate in cooperative learning groups. The teacher may choose for the students to work in pairs if that best meets the students’ needs. In this modification, groups are assigned with four students of various abilities. The teacher assigns the students roles that rotate on a regular bases. The rotation gives the students the opportunity to experience a variety of different roles. When selecting reading materials, the teacher must select reading materials at students’ instructional level, which refers to students being able to decode about