Toward Student Autonomy in Reading: Reciprocal Teaching  

Oleh:

Hewitt, Gerry

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 33 no. 4 (1995), page 1-3.
Topik: Student Autonomy; Reciprocal Teaching
Fulltext: Toward Student Autonomy in Reading Reciprocal Teaching.pdf (230.13KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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If, as instructors of reading, we want to teach our students to be active readers, reciprocal teaching (Palinscar and Brown 1984) gives students the required cognitive and metacognitive strategies to understand the reading process. Reciprocal teaching provides models and requires interaction and feedback to engage learners and reinforce comprehension in jointly reconstructing the meaning of text. Although Palinscar and Brown's original study involved seventh grade English speakers who were recognized as having poor comprehension skills, the reciprocal teaching protocol is applicable wherever readers are vulnerable to comprehension failure. Palinscar and Brown selected four skill areas to activate and monitor reading comprehension: (a) summarizing, (b)questioning, (c) clarifying, and (d) predicting. They state: By asking students to summarize a section of text, the teacher is requesting them to give attention to content. They are then asked to compose questions about that content in order to clarify meaning and engage in critical evaluation. Finally, the teacher asks the students to make predictions to involve them in drawing inferences. All four of these steps activate relevant background knowledge.

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