The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities
Keywords:
Reciprocal teaching intervention strategy, reading comprehension, reading disabilitiesAbstract
This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n=33 boys) and control (n=33 boys). ANCOVA and t-test were employed for data analysis. Findings from this study indicated the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in the target students. On the basis of the findings, the study advocated for the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in reading disabled students.Downloads
References
Esam, G.(2015). The effects of advance graphic organizers strategy intervention on improving reading comprehension of struggling readers in primary five. International Journal of Psycho-Educational Sciences ,Issue (8), Vol. 8(1),PP.24-30 .
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Texas: Center on Instruction.
Klinger, J. K., Artiles, A. J., & Barletta, L. M. (2006). English language learners who struggle with reading: Language acquisition or LD? Journal of Learning Disabilities, 39(2), 108-128.
Klinger, J. K., & Geisler, D. (2008). Helping classroom reading teachers distinguish between language acquisition and learning disabilities. In J. K. Klinger, J. J. Hoover, & L. M. Baca (Eds.), Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities (pp. 57-74). Thousand Oaks, CA: Corwin.
Lederer, J. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33, 91-106.
Mohammed , M. Fatah Allah Said Ahmed(2014). The Effect of Differentiating Instruction using Multiple Intelligences on Improving Reading Comprehension of 5th Graders with Learning Disabilities. International Journal of Psycho-Educational Sciences , Issue 6(3), PP.10-17.
Mohammad Reza Ahmadi, Abbas Pourhossein Gilakjani(2012). Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension. Theory and Practice in Language Studies, Vol 2, No 10 , 2053-2060.
Mosa, Farouk. A.( 1989) Mental Ability Test, Cairo, El Nahda Al Masrya .
Mourad Ali ( 2007) . How the reading disabled brain learns , Alexandria , Dar El Wafaa.
Mourad Ali, E. Waleed El sayed,& Ahmed Gomaa (2006). Computer and learning disabilities, theory and practice, Alexandria, Dar El Wafaa
Orosco, M. J., de Schonewise, E. A., de Onis, C., Klinger, J. K., & Hoover, J. J. (2008). Distinguishing between language acquisition and learning disabilities among English language learners. In J. K. Klinger, J. J. Hoover, & L. M. Baca (Eds.), Why do English language learners struggle with reading? Distinguishing language acquisition from learning disabilities (pp. 5-16). Thousand Oaks, CA: Corwin.
Palincsar, A.., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.
Palincsar, A. S., David, Y. M., & Brown, A. L. (1989). Using reciprocal teaching in the classroom: A guide for teachers. Unpublished manuscript.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
