Reciprocal teaching produced significantly greater expository text comprehension gains than regular curriculum instruction in fourth graders over 11 weeks¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After an 11-week intervention, experiment group students who received reciprocal teaching scored significantly higher than control group students on all RCES dimensions and total scores. → Pilten 2016

Evidence¶

Pilten 2016¶

Gulhiz Pilten. (2016). The Evaluation of Effectiveness of Reciprocal Teaching Strategies on Comprehension of Expository Texts. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i10.1791

q3 · i? · causal · r1

Pre-test-post-test control group experiment with 26 experiment and 28 control fourth graders. Independent samples t-tests on post-test RCES scores favored the experiment group on all dimensions; the article reports the t and p values but no effect size.

"the differences in the increases in the post -test scores of experiment and control groups are statistically s ignificant in terms of all dimensions and total score in favour of experiment group [t=3.709, p<.05; t=4.691, p<.05; t=25.11, p<.05; t=15.89, p<.05]"

Discussion¶

Related Claims¶

• Regular curriculum instruction improved intratextual and nontextual comprehension but not intertextual comprehension in control students — related
• Experiment and control groups were equivalent on all RCES dimensions before the intervention — related
• The experiment group teacher credited small-group work, interaction, modelling and student question-writing for improved comprehension and recall — related
• Most experiment students judged reciprocal teaching more effective than their previous comprehension activities, citing ease, effectiveness and fun — related