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- Vol 3 RE: Chapter 8
- Vol 3 TE: App C
reciprocal teachingreading comprehensioncomprehension monitoringsummarizationquestion generationclarification strategiesprediction strategiesgradual releaseJournal article Evidence summaryAt a glance
Palincsar and Brown report two studies of reciprocal teaching for seventh-grade students who could decode text but struggled to comprehend it. Tutor or teacher and students took turns leading dialogue around four activities: summarising, generating questions, clarifying difficulties, and predicting what would follow.
Key ideas
The adult initially modelled expert comprehension, prompted participation, diagnosed misunderstandings, and gradually transferred leadership as students became more capable. Compared with a more typical intervention, reciprocal teaching improved the quality of students’ questions and summaries and produced gains on criterion comprehension tests. Improvements were maintained and transferred to classroom and standardised measures; a second study showed that classroom teachers could implement the approach with existing groups. The work combines explicit strategy instruction with guided collaborative practice rather than asking students to discover strategies independently.
Why it matters
For educators, the four routines are means to make monitoring visible. Success depends on responsive dialogue, modelling, feedback, and gradual release—not merely assigning rotating roles or following a scripted sequence.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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