Teacher’s Verbal Communication in the Use of Reciprocal Teaching for Reading Comprehension: An Exploratory Study
DOI:
https://doi.org/10.7346/-fei-XXI-01-23_09Keywords:
Reading comprehension, Reciprocal teaching, Verbal interaction, Communicative functions, Observation indicatorsAbstract
In primary school, particularly in grades 3, 4, and 5, many students struggle with comprehension difficulties when it comes to reading, as evident in scientific literature and national and international surveys. Reciprocal Teaching (RT) has emerged as a cooperative learning practice that effectively supports and enhances the understanding of written texts. This study involved 10 primary school teachers and 73 fifth-grade students who participated in a guided reading activity using RT. The researchers observed and analysed the verbal interactions within the classroom setting. Specifically, the focus was on examining the communicative functions employed by the teacher to enhance students' reading performance. The analysis of the teachers' actions encompassed the use of reading strategies, modelling techniques, and providing support for teamwork. The progress made by the students in terms of their comprehension of the text was assessed through the administration of two carefully constructed tests.
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