The review reports reciprocal teaching of reading, an approach exemplifying cognitive apprenticeship, was remarkably effective in raising reading comprehension scores, especially for poor readers¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 6 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The review reports, citing Palincsar and Brown (1984), that reciprocal teaching of reading was remarkably effective in raising reading comprehension test scores, especially those of poor readers. → Emmanuel Imiere 2019

Evidence¶

Emmanuel Imiere 2019¶

Emmanuel Imiere. (2019). An Application of Cognitive Apprenticeship to Philosophy Instruction. https://eric.ed.gov/?id=ED613714

q2 · i? · review · r1

Narrative review attributing the finding to Palincsar and Brown (1984); the article adds it is believed to be equally effective in writing and problem solving, but prints no effect size for the reading result.

"Palincsar and Brown (1984) reciprocal teaching of reading exemplifies many of the features of cognitive apprenticeship and explained that it has proved remarkably effective in raising students’ scores on reading comprehension tests, especially those of poor readers."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Reciprocal Teaching Improves Reading Comprehension — possibly the same claim (merge candidate)
• Self-questioning improves comprehension — related