Evaluating the effectiveness of a Reciprocal Teaching-based experimentation: the role of the classrooms’ complexity and of the reading comprehension skills.
International literature indicates a plurality of experimental strategies for comprehension-fostering (Pearson & Duke, 2002; Duke & Pearson 2009; Duke et. al., 2011), among which we have the Reciprocal Teaching strategy (Palincsar & Brown, 1984), which has been barely implemented and experimented in Italy (Calvani, Fornili & Serafini, 2018; Calvani & Chiappetta Cajola, 2019).
The aim of this study, that is carried out in the Reggio Emilia area on fourth grade primary school students of different competence, is to verify the effectiveness of an experimental program based on Reciprocal Teaching promoted nationally by the association S.Ap.IE (Society for Learning and Education informed by Evidence). The analysis of the data showed that the tested didactic strategy had a positive effect and that significant differences depended on the level of initial competence and the complexity of the classes involved.
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