Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Strategy Use With Seventh Grade Students With Comprehension Difficulties

Authors

  • Matthew K. Burns University of Missouri http://orcid.org/0000-0001-9946-5729
  • Kathrin E. Maki Ball State University
  • Abbey C. Karich Minneapolis Public Schools
  • Melissa Coolong-Chaffin University of Wisconsin Eau Claire

DOI:

https://doi.org/10.18666/LDMJ-2016-V22-I1-7991

Keywords:

reading comprehension, performance feedback, strategy use

Abstract

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions, summarizing, clarifying, and predicting. Responses to a post-reading interview were coded to identify how well the students implemented the strategies, and this information was then used to provide performance feedback to the students. The use of the comprehension strategies and subsequent reading comprehension increased after receiving the feedback. Directions for practice and future research are included.Subscribe to LDMJ

Author Biographies

Matthew K. Burns, University of Missouri

Associate Dean for Research and Professor of Educational, School, and Counseling Psychology.

Kathrin E. Maki, Ball State University

Assistant Professor School Psychology

Abbey C. Karich, Minneapolis Public Schools

School psychologist with Minneapolis Public Schools.

Melissa Coolong-Chaffin, University of Wisconsin Eau Claire

Assistant Professor of School Psychology.

Published

2017-03-16

Issue

Section

Articles