1. Reciprocal Teaching
Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text.
(Palinscar, 1986)

2. The dialogue is structured using four strategies:
Summarization
Question Generation
Clarification
Prediction
Teacher and students take turns assuming the role of teacher in directing this dialogue.
(Palinscar, 1986)

3. A primary purpose of reciprocal teaching is to teach students to actively use these strategies themselves on a regular basis
(Graves & Graves, 1994)

4. Meant to Bring Meaning to Text
-Many struggling readers decode slowly and do not read fluently, prohibiting text comprehension
-They also have difficulty with the metacognitive strategies of reading, including:
Planning
Revising
Picking Strategies

5. Each of these steps requires active involvement by the student
Initially, the Teacher models the strategies, gradually releasing responsibility:
- First goal is for students to be able to do all the roles within a small group
- Final goal is for students to use all the strategies while reading independently
Each of these steps requires active involvement by the student

6. -Summarizing -Questioning -Clarifying -Predicting
Strategies
-Summarizing
-Questioning
-Clarifying
-Predicting

7. Summarizing
-Summarizing occurs after questions are answered and information is clarified
-Helps students identify the most important components of the text
-Can be used across sentences, paragraphs or the whole passage
-Encourages note taking strategies (selective underlining, use of sticky notes, etc.)
-The summarizer puts the information in his/her own words

8. Question Generating
-Identify the important concepts that would be worthy of questioning
-Information posed in question form and then answered by self and others
-Questions can also include : unclear parts, puzzling information or information that connects to things already read

9. Clarifying -Especially important for students who have comprehension
-Identify what the issue in is: new vocabulary, unfamiliar or difficult concepts
-Identify a way to make it clear: reread, ask for help
- Active engagement is necessary to identify where the problem is

10. Predicting
-using known information a hypothesis is made about what will happen next-has students link known and unknown
-Requires clear understanding of the portion of the text read
-Provides a purpose for reading- to either support or not support the prediction
-Students use to learn text structure like headings and subheadings to help predict

11. Research Base for Middle and High School
-Palincsar and Brown (1985) conducted a series of studies to determine the effectiveness of reciprocal teaching.
-Studies were conducted by adult tutors working with middle school students in pairs .
-Students were fair decoders but poor comprehenders
-Typically performing at least two years below grade level on standardized measures of comprehension.
- Instruction took place for 20 consecutive school days.

12. -It was evaluated by having the students read passages about 450 to 500 words in length and answer 10 comprehension questions from recall.
-Performance on assessment passages found that all students but one reached 70 % proficiency.
-These results were in contrast to the group of control students, none of whom achieved criterion performance.

13. -The same instructional procedure was implemented in larger classes
- 71 % of the students using RR achieved criterion performance
-19 %of the control students who were involved in individualized skill instruction
-”Teachers observed fewer behavior problems in their reciprocal teaching groups than in their control groups." (pp )

14. Numerous evaluation studies have shown that reciprocal teaching is effective in improving reading comprehension.
(Lysynchuk, Pressley, & Vye, 1990; Taylor & Frye, 1992).

15. “Reciprocal teaching is most compatible with classrooms that are "social, interactive, and wholistic [sic] in nature“.
Palincsar and Klenk (1992),p. 213