Abstract

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years, experimental teachers (n = 10) were given training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher implementation were focused on instruction of reading strategies, modeling, and support of group work, and were performed in both experimental and control classes, comprising a total of 238 students (grade 7). The study shows that overall, there is no effect of the treatment on adolescent low-achievers' reading comprehension. Interestingly however, the principle of modeling positively moderated the effect of reciprocal teaching In addition, results suggest that the quality of implementation of reciprocal teaching in whole-classroom settings should receive more attention.

摘要

众所周知，成绩不佳的青少年在阅读理解方面存在困难。本文讨论了互惠教学原则是否可以提高全班环境中低成就青少年的阅读理解能力，以及治疗效果在多大程度上取决于实施质量。在两年的时间里，实验教师（n  = 10）接受了旨在使用互惠教学原则的培训和辅导，而控制教师（n = 10) 使用他们的常规教学方法。教师实施的观察侧重于阅读策略的指导、建模和小组工作的支持，并在实验班和控制班进行，共有 238 名学生（7 年级）。研究表明，总体而言，治疗对青少年低成就者的阅读理解没有影响。然而，有趣的是，建模原则积极调节了互惠教学的效果。此外，结果表明，在全课堂环境中互惠教学的实施质量应该受到更多关注。