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Tape-assisted reciprocal teaching: cognitive bootstrapping for poor decoders
Deidre M Le Fevre1, Dennis W Moore, Ian A G Wilkinson
1School of Education, Washington State University Vancouver, 98686, USA. lefevre@vancouver.wsu.edu
The British Journal of Educational Psychology
|March 18, 2003
Summary
Tape-assisted reciprocal teaching improved reading comprehension and strategy use for students with poor decoding skills. This intervention offers a cognitive bootstrapping method to help struggling readers succeed.
Area of Science:
- Educational Psychology
- Reading Science
Background:
- Students with poor decoding and comprehension skills face significant reading challenges.
- Lack of access to engaging texts and a diminished understanding of reading's purpose exacerbate these difficulties.
Purpose of the Study:
- To investigate the impact of a modified reciprocal teaching intervention on students with poor decoding and comprehension.
- To assess the effectiveness of tape-assisted reciprocal teaching in enhancing cognitive and metacognitive strategies and reading comprehension.
Main Methods:
- Employed two single-subject research designs (one experimental group, three multiple baseline groups).
- Utilized heterogeneous groups of six students, including those with poor and adequate decoding skills but all with poor comprehension.
Main Results:
- Poor decoders showed enhanced cognitive/metacognitive strategy use and improved comprehension on multiple measures.
- Improvements were sustained and transferable, benefiting students with adequate decoding skills as well.
Conclusions:
- Tape-assisted reciprocal teaching acts as 'cognitive bootstrapping' for struggling readers.
- The intervention facilitates escape from reading failure cycles and promotes meaningful engagement with text.