Procedure of Reciprocal Teaching Strategy
Reciprocal Teaching use four
discrete reading comprehension strategies within reciprocal teaching:
questioning, summarizing, clarifying, and predicting.
a. Questioning:
Questioning involves the identification of information, themes, and ideas that
are central and important enough to warrant further consideration. The central
or important information, themes, or ideas are used to generate questions that
are then used as self-tests for the reader. Questioning provides a context for
exploring the text more deeply and assuring the construction of meaning.
b. Summarizing:
Summarizing is the process of identifying the important information, themes,
and ideas within a text and integrating these into a clear and concise
statement that communicates the essential meaning of the text. Summarizing may
be based on a single paragraph, a section of text, or an entire passage.
Summarizing provides the impetus to create a context for understanding the
specifics of a text.
c. Clarifying:
Clarifying involves the identification and clarification of unclear, difficult,
or unfamiliar aspects of a text. These aspects may include awkward sentence or
passage structure, unfamiliar vocabulary, unclear references, or obscure
concepts. Clarifying provides the motivation to remediate confusion through
re-reading, the use of context in which the text was written and/or read, and
the use of external resources (e.g., dictionary or thesaurus).
d. Predicting:
Predicting involves combining the reader’s prior knowledge, new knowledge from
the text, and the text’s structure to create hypotheses related to the
direction of the text and the author’s intent in writing. Predicting provides
an overall rationale for reading – to confirm or disconfirm self-generated
hypotheses[1].
In addition Petty, G defines Reciprocal teaching aims to teach reading skills. The cycle of activities is not in the least arbitrary, but carefully designed after much research. It aims to model good comprehension strategies, to require students to practice them, and to provide learners with immediate feedback on their use of these strategies. Petty G also point out the procedure of Reciprocal Teaching as follows[2]:
[1] Doolittle, Hicks, Triplett, Nichols, and Young (2017) Reciprocal Teaching
for Reading Comprehension in Higher Education: A Strategy for Fostering the
Deeper Understanding of Texts. International Journal of Teaching and Learning
in Higher Education. Virginia. ISSN 1812-9129. Page 107
[2] Petty, G (2009) Evidence-Based Teaching. A Practical Approach. Second
Edition. United Kingdom. Page 156
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