The experiment group teacher credited small-group work, interaction, modelling and student question-writing for improved comprehension and recall¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The teacher reported that working in small groups, student-student and student-teacher interaction, modelling, feedback and students writing their own questions improved comprehension, and that students remembered texts better. → 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

q1 · i? · causal · r1

Semi-structured interview with the single experiment group teacher after the 11-week implementation, analysed descriptively across pre-, while- and post-teaching dimensions (Table 11). This is one teacher's opinion, not a measured outcome.

"the strategy affected comprehension positively, as it required working in small groups, peer and teacher-students interaction, peer model, feedback, responsibility of writing questions and additionally provided student motivation"

Discussion¶

Related Claims¶

• Reciprocal teaching produced significantly greater expository text comprehension gains than regular curriculum instruction in fourth graders over 11 weeks — related
• Self-questioning improves comprehension — a broader claim this one bears on
• Questioning Strategies Improve Learning — related