Today’s Schedule

4. Warm-up/Journal Writing3. Learn about Reciprocal Teaching

2. Demonstration of Strategy1. Exit Ticket and Done! :)

Ms. Ibarra-Sdoeung

Warm Up/Journal A life lesson is something you learn

from events that happen in your life. For example, practicing in order to become a better bowler.

Think and write: What kind of activities do you like to do in the winter? Have you learned any lessons along the way? (3 min.)

Research on Reciprocal Teaching

Learning characteristics that warrant the use of this strategy: an increasing number of children identified having a need for special education services.

1/3 of more than 6 million students who receive special education in the U.S. are between the ages of 14 and 17 (Smith, Gartin, & Murdick 2012).

…Research on Reciprocal Teaching

Students with with mild disabilities tend to fall in one of the four high-incidence categories: 1. mild intellectual disabilities, 2. learning disabilities, 3. mild/emotional behavioral disorders, and 4. less severe forms of autism.

Typically struggle in the following areas:• Delayed cognitive development• Difficulty with language-based subject areas (Smith, Gartin, & Murdick, 2012).

Summary of Research Articles

Looking at the impact of Reciprocal Teaching on adults and students with mild intellectual disabilities.

Adults with mild intellectual disabilities (2007)

Students with mild intellectual disabilities (2013)

• 38 subjects • Age: 20-72• IQ: 46-69

• 40 Subjects• Age: 13-18• All students with mild

intellectual disabilities, and some also diagnosed in thd ASD spectrum, having ADHD, or Turner’s Syndrome.

Questions Raised by Researchers

Can [thinking or comprehension aspect of reading] be developed in these adults?

What would be an effective approach? Does Reciprocal Teaching yield better results

than restricted direct teaching principles?(Van den Bos, Nakken, Nicolay, & Van Houten,

2007, p. 836). Can students with mild intellectual disabilities

acquire reading comprehension through an interactive social setting that would enable them to collectively make sense of the text? (Lundberg & Reichenberg, 2013, p. 92-93).

How Studies Were Conducted

Adults with mild intellectual disabilities (2007)

Students with mild intellectual disabilities (2013)

• Divided subjects into two groups (e.g. control and experimental group).

• Provided structured lessons in a quiet place to the experimental group, which included: introduction, instruction, application, and round up.

• 3 months duration with a specific number of lesson blocks per week utilizing the four strategies of Reciprocal Teaching.

• Individually-administered tests measured comprehension of narrative and expository texts.

• Divided subjects into two groups (i.e. IT & RT group).

• Inference Teaching received instruction on question types and explaining clues to answer wh-questions. Whereas the Reciprocal Teaching group received instruction using reciprocal teaching using four strategies: making predictions, asking questions, making clarifications, and summarizing.

• Both IT and RT involve text-talk, but Reciprocal Teaching more so than Inference Teaching.

• 8 weeks of bi-weekly 30-min. sessions.

Research ResultsAdults with mild intellectual disabilities (2007)

Students with mild intellectual disabilities (2013)

• Mean strategy scores at pretest 38% and posttest 50% indicate that narrative texts are more easy than expository texts.

• Corresponding mean scores show that summarizing, questioning, and predicting are easier with narrative texts.

• Pretest level: 42% in narrative and 34% in expository. Posttest: 50% correct for both.

• Reading comprehension scores did not show much difference in control group, but mean scores for posttest of the experimental group were significantly higher than pretest.

• General scores indicated a positive maintenance of improved scores over a three-month period.

• Improved test results for both groups and no significant difference between IT and RT.

• Overall posttest results show a significant general improvement for both groups.

• The effect size was most significant for RT group—except in reading comprehension where ceiling is believed to have been reached.

• Students with intellectual mild disabilities demonstrated the capability to construct meaning from written text through interventions that provide guided social interactions.

Shortcomings of Research

Resulting from a smaller effect size than expected, researchers point to “better matches” between text variables in the future.

Resulting from some test repetitions, future considerations involve an extension and more balanced number of test versions (2007).

Lack of differential effect in second study, which resulted from similar procedures of both interventions.

Lack of additional comparison group because variables were not so critical/different (2013)!

Consideration of a larger norm sample for both studies.

Classroom Implications Studies clearly demonstrate that Reciprocal

Teaching, and other strategy intervention programs that involve guided social interactions are effective methods to teach students and adults with mild intellectual disabilities.

Students with mild intellectual disabilities can improve academically.

Learning does not stop at any given age. Research-based strategies such as reciprocal

teaching must be a par of every teacher’s instruction.

The continuous learning of teachers is an essential part of the learning of our students.

ReferencesLundberg, I., & Reichenberg, M. (2013). Developing Reading Comprehension Among Students With Mild Intellectual Disabilities: An Intervention Study. Scandinavian Journal Of Educational Research, 57(1), 89-100. doi:10.1080/00313831.2011.623179.Smith, E. C. T., Gartin, B., & Murdick, L. M. (2012). Including Adolescents with Disabilities in General Education Classrooms. Boston: Pearson.Smith, D. B., & Tyler, N. C. (2010). Introduction to Special Education: Making a Difference (7th ed.). Upper Saddle River, New Jersey: Merrill.Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.8.Van den Bos, K. P., Nakken, H., Nicolay, P. G., & van Houten, E. J. (2007). Adults with mild intellectual disabilities: can their reading comprehension ability be improved?. Journal Of Intellectual Disability Research, 51(11), 835-849. doi:10.1111/j.1365-2788.2006.00921.x

Reciprocal Teaching

Text: “Carry Your Own Skis” by Lian Dolan

Objective:

Students will demonstrate understanding of the text by using Reciprocal Teaching (i.e. predicting, clarifying, questioning, and summarizing).

What is Reciprocal Teaching?

Reciprocal Teaching is a reading strategy which uses four strategies to increase comprehension:

PredictingClarifyingQuestioningSummarizing

When Predicting Preview the section for headings and

key words to help with your prediction. Skim and scan Apply what you already know or have

already read, to help make a prediction.

You may write:I think…I predict…

When Clarifying Point out confusing ideas, words and

sentences.

Identify words that are difficult to pronounce.

Explain how you were able to solve the problem, or as a group figure it out using a dictionary.

When Questioning Develop questions that can be

answered with information in the reading.

Ask questions about the characters and their actions.

Ask questions using: Who? What? When? Where? How? And

Why?

When Summarizing Retell what you read in your own words.

Retell the key point or main ideas:Who is the main character in the story? Where and when does the story take

place/setting? What is the problem in the story? What is the ending of the story/resolution?

Exit Ticket Before you leave…

Think about the four strategies used today throughout our reading. Write which of the four strategies helped you the most to understand today’s reading. (5min.)