Transcription of Reciprocal Teaching: Critical Reflection on Practice
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Reciprocal Teaching: Critical Reflection on Practice
26 KAIRARANGA VOLUME 15, ISSUE 1: 2014 Reciprocal teaching : Critical Reflection on PracticeRuth McAllum RTLB, Central West AucklandABSTRACTThis paper highlights Reciprocal teaching as an inclusive instructional strategy that has been shown to improve reading comprehension and metacognitive skills. It provides a conceptual background to Reciprocal teaching and examines its purpose, strengths and weaknesses. The notion of Reciprocal teaching as an evidence-based Practice is also examined with recommendations for PaperKeywords: Comprehension, evidence-based Practice , metacognition, Reciprocal teaching A BRIEF DESCRIPTION Reciprocal teaching is an instructional Practice identified as a way of improving reading comprehension through explicit teaching of skills needed for metacognition.
strategy. It requires collaboration and group thinking while emphasis is placed on students providing instructional support for each other. An outcome of reciprocal teaching is a sense of community where students feel cared about and valued (Oczkus, 2010). Oczkus attributes this to being listened to and the development of a learning culture that
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