Reciprocal Reading
Reciprocal reading is a key technique that will assist in developing learners’ reading and comprehension skills, stimulate reflection skills, promote higher-order thinking as well as develop their listening and talking skills (Education Scotland, n.d.). In this method, the students become the teacher in small group reading sessions that generate rich discussion using four strategies:
It creates an environment that encourages students to focus on their thought processes whilst reading, actively monitor their understanding and ask themselves questions (Reading Rockets, n.d.).
- Summarising
- Questioning
- Clarifying
- Predicting
(Reading Rockets, n.d.)
It creates an environment that encourages students to focus on their thought processes whilst reading, actively monitor their understanding and ask themselves questions (Reading Rockets, n.d.).
Implementation
Firstly the teacher explicitly models the four strategies during read aloud, gradually transferring the responsibility to the learners to adopt each strategy (Education Scotland, n.d.).
Once the students have mastered the reading strategies, reciprocal reading appropriate to the students level can commence (Education Scotland, n.d.).
Optimal groups consist of 4-5 students of mixed abilities to support each other throughout the discussions and strategy implementation (Education Scotland, n.d.). In their small groups, students assume the four different roles and may include a leader as the fifth member (Education Scotland, n.d.).
The 5 roles that encompass a reciprocal reading group are explained in Table 2.
Table 2: Reciprocal Reading Roles (Education Scotland, n.d.; Australian Curriculum Lessons, 2013; Department of Education and Early Childhood Development, 2013-a).
To recap at the end of a reciprocal reading lesson, the teacher can lead a whole class discussion about the text and their roles to ensure that everyone has met the learning intentions (Education Scotland, n.d.).
Once the students have mastered the reading strategies, reciprocal reading appropriate to the students level can commence (Education Scotland, n.d.).
Optimal groups consist of 4-5 students of mixed abilities to support each other throughout the discussions and strategy implementation (Education Scotland, n.d.). In their small groups, students assume the four different roles and may include a leader as the fifth member (Education Scotland, n.d.).
The 5 roles that encompass a reciprocal reading group are explained in Table 2.
Table 2: Reciprocal Reading Roles (Education Scotland, n.d.; Australian Curriculum Lessons, 2013; Department of Education and Early Childhood Development, 2013-a).
To recap at the end of a reciprocal reading lesson, the teacher can lead a whole class discussion about the text and their roles to ensure that everyone has met the learning intentions (Education Scotland, n.d.).
Key Factors for Diverse Learners
Transferring ownership of the learning to students provides the teacher with a greater ability to identify and support student needs (Department of Education and Early Childhood Development, 2013-a).