Options
Explicit teaching of reading strategies : an investigation of reciprocal teaching in a primary four class in Singapore
Author
Kow, Hui Meng
Supervisor
Curdt-Christiansen, Xiao Lan
Abstract
This qualitative study focuses on the explicit teaching of reading strategies to a class of 40 Primary Four students in a neighbourhood school in Singapore. In addition, 11 students from the class who were less competent at comprehending text were put on an intervention programme. Of these, six students were selected as the focus group of the case study.
The strategies of questioning, clarifying, predicting and summarizing were taught in the context of quality children’s literature. All students were taught to generate their own questions including clarifying and predicting questions during Phases 1 & 2 of the study and write a chapter summary as they read each chapter of the books during Phase 2. However, the intervention group met for additional weekly literature discussions during Phase 1 and modified Reciprocal Teaching sessions during Phase 2.
The data sources used comprise written documents and verbal reports of the focus group as well as classroom discourse. Written documents include questions and chapter summaries written by the focus group. The questions were content analyzed and coded according to different levels of thinking and the chapter summaries were evaluated using the Chapter Summarization Rubric. The verbal reports include audio recordings of literature discussions during the modified Reciprocal Teaching sessions, focus group discussions and excerpts of classroom discourse which were transcribed.
Findings from the data revealed that Primary Four students understood the purpose of questioning, clarifying, predicting and summarizing and that they were capable of applying these strategies as a result of explicit teaching involving explaining, modeling, guided practice as well as independent practice. These strategies enabled the students to have a more in-depth understanding of the literature text.
The students were able to generate questions based on different levels of thinking. They started asking questions at the literal and interpretive levels and progressed to asking questions at the applicative and transactional levels of thinking. The choice of literature text plays a crucial role in teaching young children to ask higher order thinking questions at the transactive level.
The study confirms the importance of prior knowledge in helping students to comprehend text. Hence teachers need to provide the relevant cultural, historical and religious background where necessary, if the students’ prior knowledge in these areas is lacking. This will set the stage for them to construct meaning from text more effectively. It is beneficial to teach essential vocabulary in the text before reading to enhance comprehension. However, in order to broaden student vocabulary, the best way is to encourage wide reading.
Many advantages of small group literature discussions are shown in the study, especially for shy students who are hardly involved in class discussions. Besides motivating these students to participate actively, small group discussions also foster peer and collaborative learning.
Based on the findings and results, the pedagogical recommendations made include teaching comprehension and vocabulary strategies explicitly, selecting literature according to instructional objectives, adding to the knowledge base of students, motivating wide reading, and providing opportunities for group discussion of literature to enhance text comprehension.
The strategies of questioning, clarifying, predicting and summarizing were taught in the context of quality children’s literature. All students were taught to generate their own questions including clarifying and predicting questions during Phases 1 & 2 of the study and write a chapter summary as they read each chapter of the books during Phase 2. However, the intervention group met for additional weekly literature discussions during Phase 1 and modified Reciprocal Teaching sessions during Phase 2.
The data sources used comprise written documents and verbal reports of the focus group as well as classroom discourse. Written documents include questions and chapter summaries written by the focus group. The questions were content analyzed and coded according to different levels of thinking and the chapter summaries were evaluated using the Chapter Summarization Rubric. The verbal reports include audio recordings of literature discussions during the modified Reciprocal Teaching sessions, focus group discussions and excerpts of classroom discourse which were transcribed.
Findings from the data revealed that Primary Four students understood the purpose of questioning, clarifying, predicting and summarizing and that they were capable of applying these strategies as a result of explicit teaching involving explaining, modeling, guided practice as well as independent practice. These strategies enabled the students to have a more in-depth understanding of the literature text.
The students were able to generate questions based on different levels of thinking. They started asking questions at the literal and interpretive levels and progressed to asking questions at the applicative and transactional levels of thinking. The choice of literature text plays a crucial role in teaching young children to ask higher order thinking questions at the transactive level.
The study confirms the importance of prior knowledge in helping students to comprehend text. Hence teachers need to provide the relevant cultural, historical and religious background where necessary, if the students’ prior knowledge in these areas is lacking. This will set the stage for them to construct meaning from text more effectively. It is beneficial to teach essential vocabulary in the text before reading to enhance comprehension. However, in order to broaden student vocabulary, the best way is to encourage wide reading.
Many advantages of small group literature discussions are shown in the study, especially for shy students who are hardly involved in class discussions. Besides motivating these students to participate actively, small group discussions also foster peer and collaborative learning.
Based on the findings and results, the pedagogical recommendations made include teaching comprehension and vocabulary strategies explicitly, selecting literature according to instructional objectives, adding to the knowledge base of students, motivating wide reading, and providing opportunities for group discussion of literature to enhance text comprehension.
Date Issued
2009
Call Number
LB1027.44 Kow
Date Submitted
2009