Journalartikel

Jahr der Veröffentlichung: 2007

Seiten: 298-313

Zeitschrift: Psychologie in Erziehung und Unterricht

Bandnummer: 54

Heftnummer: 4

ISSN: 0342-183X

Verlag: Reinhardt

Abstract: 
This study investigated how the reading comprehension of 6th-grade students can be improved through reciprocal teaching methods. The sample consisted of 47 students who were assigned either to one of two reciprocal teaching conditions or to a control condition. Training students were first taught four reading strategies (summarizing, questioning, clarifying, predicting) and then continued to practice these strategies either in peer-tutored tandems (2 students) or in small groups (5 students). At posttest and at maintenance (4 weeks after the intervention) students of both reciprocal teaching conditions attained higher scores on measures of reading comprehension and strategy use than control students. Three strategies (summarizing, questioning, and clarifying) mediated the intervention effects on students reading comprehension. The reading achievement of students in the peer-tutored condition approximated that of students in the traditional reciprocal teaching condition.

Harvard-Zitierstil: Spoerer, N., Brunstein, J. and Arbeiter, K. (2007) Fostering reading comprehension in peer-tutored tandems and in small groups:: Results of a training study on reciprocal teaching methods, PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 54(4), pp. 298-313

APA-Zitierstil: Spoerer, N., Brunstein, J., & Arbeiter, K. (2007). Fostering reading comprehension in peer-tutored tandems and in small groups:: Results of a training study on reciprocal teaching methods. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT. 54(4), 298-313.