Relevant bibliographies by topics / Reciprocal Teaching Learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reciprocal Teaching Learning'

Author: Grafiati
Published: 7 June 2025
Last updated: 17 July 2025

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Journal articles on the topic "Reciprocal Teaching Learning"

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Ahmadi, Mohammad Reza, Hairul Nizam Ismail, and Muhammad Kamarul Kabilan Abdullah. "Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy." International Journal of Learning and Development 2, no. 6 (2012): 186. http://dx.doi.org/10.5296/ijld.v2i6.2882.

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Vocabulary learning is one of the most important factors that foreign language learners encounter during the process of learning a foreign language. Vocabulary learning used to be a neglected aspect of language learning. In recent years, however, interest in this area has grown enormously. Language teachers have been keen in searching for effective approaches to enhance vocabulary learning. Vocabulary learning is more important than familiarity with the form and meaning of a word. This paper has suggested reciprocal teaching strategy as a main factor to improve students’ vocabulary learning in a foreign language. The purpose of this study is to investigate whether ‘reciprocal teaching strategy improves students vocabulary learning or not. Reciprocal teaching consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing. Cognitive and meta-cognitive strategies are the reciprocal teaching strategies used to enhance students’ vocabulary learning. The lack of good vocabulary learning skills is a main obstacle in a foreign language. One solution to this problem of poor vocabulary skill is the explicit teaching of vocabulary learning strategy. Researcher is going to define the key words, explain the models of vocabulary process, follow reciprocal teaching strategies, discuss cognitive and meta-cognitive strategies and elaborate the related research on reciprocal teaching, and state relationship between reciprocal teaching and vocabulary learning. The findings indicated that reciprocal teaching had a significantly positive effect on the foreign language learning. Keywords: Vocabulary learning, Reciprocal teaching, cognitive strategy, meta-cognitive strategy
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Cuartero, Zyx Raxie R. "Reciprocal Cooperative Learning in the Teaching of Reading Comprehension." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (2018): 526–47. http://dx.doi.org/10.31142/ijtsrd19012.

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Andini, Dian Ariesta, Ahmad Yani, and Silvia Sayu. "PENERAPAN MODEL RECIPROCAL TEACHING UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR SISWA KELAS XI SMA NEGERI 1 SIANTAN." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 14, no. 2 (2023): 374–80. http://dx.doi.org/10.31932/ve.v14i2.2469.

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ABSTRAKTujuan penelitian ini adalah untuk meningkatkan kemandirian belajar dan hasil belajar siswa dengan menerapkan model pembelajaran Reciprocal Teaching pada pembelajaran matematika, menganalisis dan mendeskripsikan pembelajaran di SMA Negeri 1 Siantan. Metode yang digunakan adalah pendahuluan. Subyek penelitian ini berjumlah 35 siswa yaitu siswa kelas XI MIPA 1 SMA Negeri 1 Siantan. Mengumpulkan informasi melalui observasi, tes dan dokumentasi. Teknis analisis data adalah analisis deskriptif. Rata-rata tingkat ketuntasan belajar siswa sebelum menerapkan Model Pembelajaran Reciprocal Teaching pada mata pelajaran matematika adalah 55,43 dan setelah pembelajaran Model Reciprocal Teaching, rata-rata ketuntasan belajar mata pelajaran matematika adalah 85,71. Berdasarkan hasil belajar mandiri, kepercayaan diri siswa sebesar 37,71%, sedangkan hasil belajar siswa meningkat sebesar 50,43% setelah menggunakan model pembelajaran Reciprocal Teaching. Dapat disimpulkan bahwa setelah diperkenalkannya model reciprocal teaching, kemandirian siswa dalam belajar matematika meningkat secara signifikan dan berdampak pada hasil belajar siswa.Kata Kunci: Hasil belajar, kemandirian belajar, Model Reciprocal TeachingABSTRACTThe purpose of this study was to improve learning independence and student learning outcomes by applying the Reciprocal Teaching learning model to learning mathematics, analyzing and describing learning in SMA Negeri 1 Siantan. The method used is preliminary. The subjects of this study were 35 students, namely students of class XI MIPA 1 at SMA Negeri 1 Siantan. Gather information through observation, tests and documentation. Technical data analysis is descriptive analysis. The average level of student learning completeness before applying the Reciprocal Teaching Learning Model in mathematics was 55.43 and after learning the Reciprocal Teaching Model, the average learning completeness in mathematics was 85.71. Based on the results of independent learning, student self-confidence was 37.71%, while student learning outcomes increased by 50.43% after using the Reciprocal Teaching learning model. It can be concluded that after the introduction of the reciprocal teaching model, student independence in learning mathematics increased significantly and had an impact on student learning outcomes.Keywords: Learning outcomes, learning independence, Reciprocal Teaching Model
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Forrest, Sandy. "Learning and Teaching: The Reciprocal Link." Journal of Continuing Education in Nursing 35, no. 2 (2004): 74–79. http://dx.doi.org/10.3928/0022-0124-20040301-09.

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Agusti, Sri Annisa, Elvi Rahmi, and Rita Syofyan. "EFEKTIVITAS MODEL PEMBELAJARAN RECIPROCAL TEACHING DALAM PENINGKATAN KEMANDIRIAN DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI (Studi Eksperimen Pada Siswa Kelas XI IPA SMA Negeri 6 Padang)." Jurnal Ecogen 1, no. 2 (2018): 351. http://dx.doi.org/10.24036/jmpe.v1i2.4755.

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Reciprocal Teaching is learning model that consisting of four strategies are summarizing, questioning generating, clarifying and predicting. The using of reciprocal teaching expected to increase independence and learning achievement students on economic subjects. This study aims to see the effectiveness of reciprocal teaching for increase the independence and learning achievement students on economic subjects. This study is the research of quasi experiment. The population in this study are all students of XI IPA class SMA Negeri 6 Padang. The methods in this research is descriptive analysis and inferensial analysis t test using the SPSS program version 21. The result of this research are 1) There are no difference independence students by using reciprocal teaching with the independence of students by using the conventional models. 2) There are difference learning achievement students by using reciprocal teaching with learning achievement students by using the conventional models. The using of learning models of reciprocal teaching isn’t quite effective in an increase in the independence of students learning. The value of effect size obtained againts the independence of learning 0,23 that included in the low criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,0948, that is the contribution of learning models of reciprocal teaching in an increase in the independence of learning students which amounted to 9,48%. But the using of learning models of reciprocal teaching is effective in an increase learning achievement students, it looks based on the accounts effect size then found the number of 0,71 with high criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,2711, that is the contribution of learning models of reciprocal teaching in an increase learning achievement students which amounted to 27,11%. In the use of reciprocal teaching models teacher should have a lot times and the students are expected for increase their ability in the search of information related on economic subjects.Keyword: reciprocal teaching, independence, learning achievement
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Hidayat, Dayat. "Penerapan Reciprocal Teaching Untuk Meningkatkan Berpikir Kritis Dan Kemandirian Belajar Siswa MA." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 5, no. 1 (2019): 1–8. http://dx.doi.org/10.31316/j.derivat.v5i1.141.

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The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self-regulated learning; 2) whether there is a relationship between the ability to think critically self-regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttest design. The population of this study was all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with the total number of 72 students, 1 as experiment class and one class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with the reciprocal teaching approachKeywords: reciprocal teaching approach, critical thinking, self-regulated learning.The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self regulated learning; 2) whether there is a relationship between the ability to think critically self regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttes design. The population of this study were all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with total number of 72 students, 1 class as experiment class and one class class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with reciprocal teaching approach. Keywords: reciprocal teaching approach, critical thinking, self regulated learning.
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Affiana Muthik, Arif Muchyidin, and Alif Ringga Persada. "The Effectiveness Of Students' Learning Motivation On Learning Outcomes Using The Reciprocal Teaching Learning Model." Journal of General Education and Humanities 1, no. 1 (2022): 21–30. http://dx.doi.org/10.58421/gehu.v1i1.7.

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The purpose of this study was to see the effectiveness of students' learning motivation on learning outcomes using the reciprocal teaching-learning model. The method used in this research is quantitative. In this study, the instruments used are questionnaires and tests, where the independent and dependent variables will use a questionnaire, and learning outcomes will be measured using tests. At the same time, the test is used to determine whether there is a difference in scores before and after using the mathematical learning model and to determine students' learning outcomes. Based on the objectives of the research and discussion that have been adjusted in previous chapters regarding the effectiveness of the application of the reciprocal teaching-learning model on the learning motivation of students in class VIII in one of the MTs in Tegal, the following conclusions are obtained: student motivation in learning by using the model reciprocal teaching-learning on students' learning motivation. The students' motivation to learn mathematics in class VIII C received an average score of 74.84% for all indicators in the good category. On the learning outcomes of students in the experimental class, namely class VIII C, which at the time of learning using the reciprocal teaching-learning model, the average value of the class was 82.22. While in the control class, namely class VIII D, which uses conventional methods at the time of learning, the average score is 69.13. This shows that using reciprocal teaching-learning models can motivate students to learn and ultimately lead to improved learning outcomes.
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Andira, Trini, Budi Santoso, and Muhammad Yusup. "Penerapan model pembelajaran reciprocal teaching ditinjau dari kemampuan penalaran matematis peserta didik pada materi bangun datar segiempat." Pythagoras: Jurnal Pendidikan Matematika 13, no. 1 (2018): 88–98. http://dx.doi.org/10.21831/pg.v13i1.16579.

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Penalaran matematis merupakan salah satu aspek penting yang sangat dibutuhkan peserta didik dalam mempelajari matematika. Berbagai upaya telah dilakukan untuk meningkatkan kemampuan penalaran matematis peserta didik, salah satunya dengan penerapan model pembelajaran Reciprocal Teaching. Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mengetahui proses pembelajaran dan kemampuan penalaran matematis peserta didik melalui penerapan model pembelajaran Reciprocal Teaching pada materi bangun datar segiempat di kelas VII. Subjek penelitian ini adalah 34 peserta didik kelas VII.5 yang berasal dari SMP Negeri 13 Palembang. Data dikum­pulkan menggunakan observasi dan tes. Data yang diperoleh dalam penelitian ini adalah data hasil observasi kegiatan peserta didik pada saat diterapkan model pembelajaran Reciprocal Teaching dan data hasil tes untuk melihat kemampuan penalaran matematis peserta didik setelah diterapkan model pembelajaran Reci­procal Teaching. Analisis data dilakukan secara deskriptif kuantitatif. Hasil pene­litian menun­jukkan bahwa (1) keaktifan peserta didik selama diterapkan model pembelajaran Reciprocal Teaching berada pada kategori “sangat aktif” dengan persentase rata-rata 88,71%; (2) kemampuan penalaran matematis peserta didik setelah diterapkan model pembelajaran Reciprocal Teaching berada pada kategori “cukup” dengan rata-rata skor sebesar 67,89.Kata kunci: Pembelajaran Reciprocal Teaching, penalaran matematis, pembelajaran matematika Applying of reciprocal teaching-learning model viewed from students’ mathematical reasoning on the quadrilateral matter AbstractThe mathematical reasoning was one of the important aspects that students need in learning mathematics. Various efforts have been made to improve students’ mathematical reasoning skills, one of which was the application of the Reciprocal Teaching learning model. This research was a quantitative descriptive research that aims to explain the process of learning implementation and student’s mathematical reasoning ability by using the Reciprocal Teaching learning model on the quadrilateral matter in class VII. The subjects of this research were 34 students of class VII.5 from SMP (Junior High School) Negeri 13 Palembang, South Sumatera, Indonesia. Data were collected using observations and tests. The data obtained in this research were the observation data of students activities when applied the Reciprocal Teaching learning model and the test results data to see students’ mathematical reasoning abilities after applying the Reciprocal Teaching learning model. The results of research showed that (1) student activity during applying the Reciprocal Teaching learning model was in the “very active” category with an average percentage of 88.71%; (2) students’ mathematical reasoning abilities after applying the Reciprocal Teaching learning model was in the “enough” category with an average score of 67.89.
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Afrizatama, Deni. "Teaching Reading through Reciprocal Teaching Strategy." Academic Journal Perspective : Education, Language, and Literature 4, no. 2 (2018): 88. http://dx.doi.org/10.33603/perspective.v4i2.1541.

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This is experimental research with quantitative approach to analyse the data. Quasi experimental is used to gain the data by using the matching only pretest – postest control group design.Tne main ptirpose of tnis researcn was intended to find out whether reciprocal teaching strategy in teaching reading for the eighth grade at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research was eighth grade students of SMPN 10 Kota Cirebon in the 2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25 – 30 students. This research only took two classes as sample, VIII H as control class and VIII I as experimental class. There were two research instruments that was used to gather the data: Test (Pre-test and Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out t-account. The result of the test showed that t-account was 4.47 and t-table was 2.012 with (df) 48 and significant level 0.05 (5%). It means that t-account (4.47) is higher than t-table (2.021). It can be concluded that (Ha) “Reciprocal teaching strategyis effectivein teaching reading for the eighth grade at SMPN 10 Kota Cirebon.” is accepted.
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Hendayani, Rifela Sri. "PENGARUH PENGGUNAAN MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATA PELAJARAN EKONOMI KELAS X SMA NEGERI 4 CIREBON." Edulead : Journal of Education Management 1, no. 1 (2019): 107–18. https://doi.org/10.47453/edulead.v1i1.543.

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The aims of the study are to determine the response of students to learning Economic using reciprocal teaching learning model, determine differences in cognitive learning outcomes of students in class who use reciprocal teaching learning models with students in the class that uses the lecture model, and know the influence of reciprocal teaching learning model of cognitive learning outcomes of students in the Economics subjects. The study uses quasi-experimental and data collection techniques use the test to determine the effect of reciprocal teaching learning model for cognitive learning outcomes of students in the Economics subject and differences in cognitive learning outcomes of students in the class are using reciprocal teaching learning model with participants students in the class that uses the model of lecture and use a questionnaire to determine the students’ response to learn Economic using reciprocal teaching learning model. The populations are students of class X in SMA Negeri 4 Cirebon are 324 learners. The samples were taken by using simple random sampling technique. The sample in this study is X IIS 1 as an experimental class and X IIS 3 as the control class. The results showed that the class using reciprocal teaching of learning models on the Economics subjects in SMA Negeri 4 Cirebon gets an average value of 82,08. Mean while, the class who did not use reciprocal teaching of learning models gets the average value of 77,08 .The results of hypothesis testing is tcount<ttable (-4,019 <-1,99444) there fore Ho is rejected and Ha is accepted, it’s mean that there are differences in cognitive learning outcomes of students between the experimental class and control class.The average gain of 0,61 obtained experimental class (medium category), and the average gain of 0,54 obtained control class (medium category).Thus, cognitive learning outcomes of students in the experimental class of Economy subjects better than the control class. Based on the regression coefficients X t values obtained arithmetic ≥ t table or ≥ 5,834 1,99444 then Ha is accepted, meaning that the use of reciprocal teaching of learning models significant effect on the value of cognitive learning outcomes of students. Based on this study, the reciprocal teaching learning model can be an option for teachers in implementing the learning so that learners Economic easier to understand the material being taught. Abstrak Penelitian ini bertujuan untuk mengetahui respon peserta didik terhadap pembelajaran Ekonomi dengan menggunakan model pembelajaran reciprocal teaching, mengetahui perbedaan hasil belajar kognitif peserta didik dikelas yang menggunakan model pembelajaran reciprocal teaching dengan peserta didik di kelas yang menggunakan model ceramah, dan mengetahui pengaruh penggunaan model pembelajaran reciprocal teaching terhadap hasil belajar kognitif peserta didik pada mata pelajaran Ekonomi. Metode yang digunakan dalam penelitian ini adalah eksperimen semu dan teknik pengumpulan data menggunakan tes untuk mengetahui pengaruh penggunaan model pembelajaran reciprocal teaching terhadap hasil belajar kognitif peserta didik pada mata pelajaran Ekonomi dan perbedaan hasil belajar kognitif peserta didik di kelas yang menggunakan model pembelajaran reciprocal teaching dengan peserta didik di kelas yang menggunakan model ceramah serta menggunakan angket untuk mengetahui respon peserta didik terhadap pembelajaran Ekonomi dengan menggunakan model pembelajaran reciprocal teaching. Pupolasinya adalah peserta didik kelas X di SMAN 4 Cirebon berjumlah 324 peserta didik. Sampel yang diambil dengan menggunakan teknik simple random sampling. Sampel dalam penelitian ini adalah X IIS 1 sebagai kelas eksperimen dan X IIS 3 sebagai kelas kontrol. Hasil penelitian menunjukan bahwa kelas yang menggunakan model pembelajaran reciprocal teaching pada mata pelajaran Ekonomi di SMAN 4 Cirebon mendapatkan nilai rata-rata 82,08. Sedangkan, nilai rata-rata 77,08 di kelas yang tidak menggunakan model pembelajaran reciprocal teaching. Dilihat dari hasil uji hipotesis di dapat -thitung<-ttabel (-4,019<-1,99444) dengan demikian Ho ditolak dan Ha diterima, artinya terdapat perbedaan hasil belajar kognitif peserta didik antara kelas eksperimen dan kelas kontrol. Rata-rata gain kelas eksperimen didapatkan 0,61 (kategori sedang), dan rata-rata gain kelas kontrol didapatkan 0,54 (kategori sedang). Dengan demikian, hasil belajar kognitif peserta didik pada mata pelajaran Ekonomi kelas eksperimen lebih baik dari kelas kontrol. Berdasarkan koefisien regresi X diperoleh nilai thitung ≥ ttabel atau 5,834 ≥ 1,99444 maka Ha diterima, artinya penggunaan model pembelajaran reciprocal teaching berpengaruh signifikan terhadap nilai hasil belajar kognitif peserta didik. Berdasarkan penelitian ini, maka model pembelajaran reciprocal teaching dapat dijadikan pilihan bagi guru dalam melaksanakan pembelajaran Ekonomi agar peserta didik lebih mudah untuk memahami materi yang diajarkan.
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Dissertations / Theses on the topic "Reciprocal Teaching Learning"

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Weiwegg, Matilda. "Reciprocal teaching : En systematisk litteraturstudie gällande läsförståelsestrategins betydelse för lässvaga elever." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58915.

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Forskningen som ingår i den här studien undersöker effekten av att använda reciprocal teaching för, i huvudsak, lässvaga elever för att utveckla deras läsförståelse. I den tidigare forskningen som ingår i studien jämförs olika elevgrupper som arbetar utifrån fyra olika arbetssätt. Dessa arbetssätt innefattar reciprocal teaching, en annan läsförståelsemetod, enbart samma material eller att eleverna endast deltar i den ordinarie läsundervisningen. Syftet med analysen är att undersöka hur reciprocal teaching kan utveckla lässvaga elevers läsförståelse. Metoden som används till den här studien är en systematisk litteraturstudie. Olika sökord och kriterier har formats utifrån den gällande frågeställningen, som sedan har använts för att systematiskt söka efter relevant tidigare forskning. Genom analysen av de forskningsartiklar som ingår i studien, kan man se att reciprocal teaching är en gynnsam metod för att utveckla lässvaga elevers läsförståelse oavsett ålder, geografiskt område, intellektuella svårigheter eller kulturell bakgrund. Eleverna får under de olika studiernas gång göra olika tester på bland annat sin läsförståelse, för att se hur och om den utvecklas. De får även göra tester några veckor efter studiernas slut vilka visar på att eleverna bibehåller sina kunskaper samt att de även fortsätter utvecklas och förbättrar sina resultat. Något som är betydelsefullt att tänka på när metoden reciprocal teaching används i de lägre åldrarna, är att den behöver anpassas efter elevernas tidigare kunskaper. Anpassas den inte bidrar det till att eleverna inte kan använda metoden på ett fördelaktigt sätt och stjälper mer än vad den hjälper deras läsförståelseutveckling. I arbetet med metoden är lärarens roll otroligt betydelsefull. Får inte eleverna den vägledning av läraren i början som de behöver, kan de heller inte använda metoden på det sätt som gynnar deras läsförståelseutveckling på det sätt som metoden är skapad för.
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Hennings, John. "A didactic analysis of student learning in the reciprocal style of teaching." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939245911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Bohane, Guy. "How can I develop integrity in practice through the teaching and learning of ethics in management? : an action research enquiry." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-can-i-develop-integrity-in-practice-through-the-teaching-and-learning-of-ethics-in-management-an-action-research-enquiry(483a77c3-7c76-4769-9f44-b65eb45fdc74).html.

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This thesis reports on the key elements of an action research study in which I looked at my practice over a three year period of teaching ethics in management in a London university using an action research epistemology. I was concerned about how to effectively teach and facilitate the learning of ethics on undergraduate management programmes, and my main focus was to consider my integrity in practice and thus my praxis as lecturer and researcher. I have described and explained two action research cycles, in which I established and developed an innovative approach to my practice. I have mapped and evaluated the changes that I put into place to improve my practice. The thesis shows how I developed reciprocal learning environments in class whereby students could engage critically, both cognitively and emotionally, with ethical dilemmas. I show how students undertook mini action research projects which helped them to develop a voice through questioning their own and others’ values. For many students, learning ethics through action research is a profound, transformative and reciprocal process that has its own integrity. I also show how I developed an understanding of the theory of praxis through using integrity in practice within my educational setting as a foundation, principle and guide. The journey has been a profound and challenging task of self-reflection on my work as a university lecturer. It has changed the way that I see myself as a teacher and it has offered me a deeper commitment towards my practice.
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Eriksson, Linnea, and Elin Andersson. "Undervisningsmodeller för att utveckla elevers läsförståelse : En litteraturstudie kring hur lärare kan tillämpa undervisningsmodellerna RT, TSI, CORI och QtA samt vilka effekter modellerna har på elevers läsförståelse." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144177.

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Syftet med denna litteraturstudie är att granska och analysera forskning kring hur lärare kan tillämpa modellerna RT, TSI, CORI och QtA i läsförståelseundervisning för att utveckla elevers läsförståelse. Studien är riktad mot elever i årskurs 2 och 3. Metodinsamling för denna kvalitativa litteraturstudie har inneburit sökningar i databaser, men även manuell sökning. Sammantaget tolv vetenskapliga forskningsartiklar har legat till grund för denna studies resultat. Resultaten visar att undervisningsmodellerna; Reciprocal Teaching, Transactional Strategy Instruction, Questioning The Author samt Concept-Oriented Reading Instruction visar på goda effekter på elevers läsförståelse. Vi har kommit fram till att modellerna har flera gemensamma inslag, men det finns även några skillnader. Forskning visar att strategiundervisning som lärs ut i ”set” har god effekt på elevers läsförståelse. Vidare styrker forskningen att förståelse av en text ökar när frågor ställs på olika nivåer till textens innehåll för att få förståelse för textens budskap. Sammanfattningsvis betonar forskning att det krävs en planerad undervisning samt ett stort engagemang från läraren, för att utveckla elevers läsförståelse. Läraren bör dessutom formulera tydliga mål i elevundervisningen samt ge ett större elevinflytande, då detta enligt forskning resulterar i engagemang och motivation hos elever.
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Isaksson, Eva-Lena. "Att läsa texter tillsammans är bra : En studie om läsförståelseundervisning i särskolan med hjälp av strukturerade textsamtal." Thesis, Umeå universitet, Institutionen för språkstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68712.

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International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school. As from July 1st 2013, the new upper secondary school for individuals with learning disabilities will start, and the new curricula for each subject for these school forms will be in use (National Agency of Education). The Swedish Schools Inspectorate and several reports indicate that there are deficiencies concerning too low challenges on individual level in the teaching of Swedish at upper secondary level for students with learning disabilities. The teaching is predominantly on individual level, causing lack of interaction between students. One main school objective is to prepare these students for an active participation in society. It is vital that students receive instructions when reading, in order to increase their reading comprehension. The basis of the study is a research based teaching program for reading comprehension teaching, called Reciprocal teaching (Palinscar and Brown 1984). The program has been modified and modernised with the aid of interactive media and the computer program Power Point. The aim of the study is to examine whether the reading comprehension and the motivation for reading are affected by the teaching program Reciprocal teaching. Method: Three 17-year-old students at upper secondary school for individuals with learning disabilities have participated in the study for four weeks. During the study, the students' participation and commitment were observed. The reading comprehension was tested before and after taking part of the program. Result: According to tests, the ability to decode a text has increased for all the students, which is an important factor for understanding a text. The commitment and motivation have increased and the students state that reading and talking about texts together was good. Interactive media with graphical support combined with structured questions from the teacher contributed to the students' increased commitment.
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Eriksson, Elin, and Julia Johansson. "Att samtala sig till läsförståelse : En studie om textsamtal som arbetssätt i undervisningen av läsförståelse med koppling till kunskapskraven för svenska i årskurs F-3." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53821.

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Denna uppsats sammanställer forskningsresultat kring användandet av textsamtal i undervisningen och jämförs vidare med kunskapskraven för läsförståelse i grundskolans årskurs F-3. Undervisningen i läsförståelse ska syfta till att eleverna upplever läsning som meningsfullt och ska anpassas efter varje individs förmåga och behov. Som lärare är det viktigt att bidra till en kunskapsutveckling för eleverna och vara ett stöd i deras läsutveckling. Genom textsamtal där eleven görs aktiv i samtal och får möjligheter att dela sina tankar och idéer kan ett gemensamt kunskapsbyggande ske. Syftet med litteraturstudien är att belysa hur textsamtal används och vilken betydelse de har för elevers läsförståelse. Därefter jämförs hur strategierna kan tillämpas i förhållande till kursplanen för svenska i årskurs F-3.  Det material som undersökts består av vetenskapliga artiklar och doktorsavhandlingar som analyserades och sammanfattades. Artiklarna har sin utgångspunkt i läsförståelse, läsförståelsestrategier och samtal om text. Resultatet visar hur läsförståelsestrategier kan användas i undervisningen för att bidra till en ökad förståelse för texters budskap och struktur. Läraren har visat sig ha en viktig roll i modellering av strategierna för att eleverna ska tillägna sig dessa kunskaper och därmed kunna delta i textsamtal. Andra faktorer som påverkar elevers läsförståelse visade sig vara ordförråd, grammatik, genrepedagogik och byggandet av föreställningsvärldar. Elever med svårigheter i läsförståelse kunde stödjas genom högläsning och i diskussioner med andra. Analysen utgick från den sociokulturella teorin, enligt vilken ett samspel mellan lärare och elever är den grundläggande utgångspunkten. I diskussionen presenteras slutsatsen att lärare har en betydande roll i modellerandet av läsförståelsestrategier och att dialogen utvecklas när eleven själv får vara ledande i textsamtalen.
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Jakobsson, Viktor. "Högstadielärares läsförståelseundervisning : Fyra svensklärares uppfattning och undervisning om läsförståelse i årskurs 7–9." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48341.

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This study highlights and raise the question regarding how Swedish language teachers teach reading comprehension. The study presents the results of four interviews conducted with four different Swedish language teachers from the grades 7-9. Starting in previous research and current theories about reading, interaction and teaching, the subject focus on the problem from a teacher’s perspective. The study is based on a qualitative research with focus on qualitative and semi structure interviews as a choice of method. The purpose of this study is to highlight how Swedish language teachers perceive their own reading comprehension teaching and how they teach their pupils in reading comprehension. The result does not represent how teachers in general teaches pupils in reading comprehension. It shows the experience, the perception and the view of four Swedish language teachers on reading comprehension. Abilities such as analyze, read between the lines and interpret different text types are components which all of the asked teachers are highlighting as important factors to make pupils develop good reading comprehension. The four Swedish language teachers in this study also mean that the decoding ability is a big deal in this context. The Swedish language teachers reading comprehension teaching in educational environments are exemplified by discussions and dialogues in the classroom through social interaction, different kinds of aloud reading, strategies of reading between the lines, teaching of different kinds of reading strategies through model learning.<br>Den här studien behandlar och tar i första hand upp frågan om svensklärares läsförståelseundervisning. Studien redovisar resultatet från de intervjuer som genomfördes med fyra olika svensklärare som är verksamma på högstadiet. Med utgångspunkt i tidigare forskning, samt aktuella teorier om läsning, interaktion och lärande, behandlas problemområdet utifrån ett lärarperspektiv. Undersökningen utgår från en kvalitativ forskningsinriktning med kvalitativa och semistrukturerade intervjuer som metodval. Syftet med denna studie är att belysa hur svensklärare, mot grundskolans senare år, uppfattar sin läsförståelseundervisning, samt hur de undervisar elever i läsförståelse.   Resultatet är inte representativt för hur lärare undervisar elever i läsförståelse, utan redovisar istället fyra svensklärares erfarenhet, uppfattning och syn på läsförståelseundervisning. Förmågor som att analysera, läsa mellan raderna och tolka olika texttyper är komponenter som samtliga lärare framhäver som viktiga faktorer för att elever ska utveckla god läsförståelse. Svensklärarna i studien menar också att ordavkodningsförmågan spelar en stor roll i det här sammanhanget. Svensklärarnas läsundervisning i pedagogiska miljöer exemplifieras bland annat av diskussioner och samtal i klassrummet genom social interaktion, olika former av högläsning, strategier för att läsa mellan raderna, undervisning av olika typer av läsförståelsestrategier genom att modellera.
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Mucić, Boris. "”Vem är det Amanda hänger med då?” : Ett verksamhetsutvecklande arbete i årskurs 6 om hur textsamtal kan öka elevers delaktighet i läsundervisningen och gynna elevers läsförståelseutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46439.

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In my workplace, the pupils' shortcomings in reading comprehension were noticed after a teacher at theschool noticed that only a few students actively participated in the whole class teaching and that few pupils could answer questions related to the text that was read in the whole class. The pupils in year sixat the school already have uneven results in reading comprehension and the reading lessons that has been conducted in the two classes has for the most part consisted of whole class tutoring and individual work.  Based on the development needs that I have noticed in my workplace, the purpose of this study is to analyze four student groups' work with text conversations and find out what role support has in text conversations to develop students' reading comprehension. Furthermore, the study intends to investigate whether text conversations in small groups can increase students' participation in reading instruction inthe the swedish subject. Based on this, the following questions have been formulated:  How can text conversations in small groups serve as support for students and promote the use of reading strategies? How can text conversations in small groups increase students' participation in reading lessons?  The analytical tools that has been used to analyse the empirical data is scaffolding, reciprocal teaching and the participation model. Qualitative methods have been used to collect empirical material. These arefocus group interviews and observations. The results show that support, participation and interaction are important concepts that can, to a large extent, effect students' reading comprehension development.
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.

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Magister Educationis - MEd<br>Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Chao, Tsung-kai, and 趙崇凱. "Online learning for reading comprehension with reciprocal teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38045026205457209329.

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碩士<br>國立雲林科技大學<br>資訊工程研究所<br>97<br>This research aims to investigate the effects of reciprocal teaching on students’ comprehension of reading English. Reciprocal teaching is an instructional activity that takes place in the form of a dialogue between teachers and students. The dialogue is structured by four strategies: predicting, clarifying, question generating and summarizing. A reciprocal teaching & learning online system is proposed as a means to engage students in practicing these four strategies. With in-class instruction and online practice in an empirical experiment, students seemed to develop their metacognitive skills. Based on the findings, some implications for reading instruction and future revision of the online system are suggested.
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Books on the topic "Reciprocal Teaching Learning"

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Oczkus, Lori D. Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension. 2nd ed. International Reading Association, 2010.

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Doff, Sabine, and Richard Smith. Policies and Practice in Language Learning and Teaching. Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463722049.

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In contrast with other works on the history of language learning and teaching, this book is innovative in assigning a much more important role to practice and to the reciprocal relationship of policies and practice (rather than investigating top.down processes from policies to practice). The 14 contributions highlight various contexts of language education in the 20th century, combining inside.out (‘emic’) perspectives, drawing on teachers’/learners’ experience within the classroom, and outside.in (‘etic’) perspectives, looking at external factors such as the curriculum or education policies and considering how teachers and learners respond to these. Each chapter starts from one perspective, yet at the same time takes into account the reciprocal effects between the two directions of movement (inside.out / outside.in). This volume asks, how has the practice of language learning and teaching been influenced by policies and context – and vice versa?
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Abrahams, Frank, and Daniel Abrahams. Choral Pedagogy and the Construction of Meaning. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.11.

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In this chapter, the authors focus on pedagogies, such as the theories of Lev Vygotsky and the active learning concepts of John Dewey, that contribute to the making of meaning, and the acquisition of meaningfulness by proposing a sociotransformative approach to choral pedagogy in the teaching of the expert chorister. Based on constructivist learning theories, and applying reciprocal teaching, this perspective centers on the conductor’s influence as they design opportunities for dialogic conversation, authentic activity, metacognition, and reflexivity. When skillfully integrated into the fabric of the choral rehearsal/performance continuum, the pedagogy brokers singers into a community of practice. The rehearsal scaffolds and schema foster competency, personal and musical agency, identity, and critical consciousness among the singers. This ensures that the performance is more than the singing of pitches with accurate rhythms, dynamics, and intonation, and embodies both cognitive and affective responses to the music and the music making.
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Abrahams, Frank. Critical Pedagogy as Choral Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.1.

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In this chapter, the author suggests that choral directors use the tenets of critical pedagogy as the framework for the choral experience, a shift in traditional choral pedagogies. The chapter explores the roots of critical pedagogy. In particular it discusses the ways an approach grounded in critical pedagogy might remedy issues of the inappropriate uses of power, the marginalization of singers, and hegemonic practices in school politics. The text suggests rehearsal strategies and explains techniques of reciprocal teaching to better connect the ways singers engage with music and in the process develop musical agency and hone the 21st-century learning and innovation skills of collaboration, communication, creativity, and critical thinking. Finally the chapter addresses the artistic processes of creating, performing, and responding, which are the cornerstones of the 2014 National Core Arts Standards in the United States.
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Teehan, Kay. Wikis. Linworth, 2010. http://dx.doi.org/10.5040/9798216035800.

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This text provides different varieties of tried-and-true wikis that will help any educator accomplish the multitude of teaching tasks imperative to their students' success. Wikis can be one of the most effective learning tools for today's teachers—if they're used correctly and appropriately. In many cases, educators have not been using this powerful Web 2.0-based tool to its complete potential. In today's demanding, fast-paced education environment, educators need to take full advantage of the technology resources at their disposal to keep pace with tech-savvy students and meet assessment standards. InWikis: The Educator's Power Tool, the author shares her vast knowledge to unlock the capabilities of wikis for every educator. Educational wiki use can be categorized into three major types: the library wiki, the reciprocal wiki, and student-produced wiki. This book gives real examples of all three uses, as well as straightforward instructions on how to set up, dress up, and lock down a wiki for optimal practicality, attractiveness, ease of use, and security. Student and content-specific examples are included.
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Book chapters on the topic "Reciprocal Teaching Learning"

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "Reciprocal Peer Teaching." In Teaching for Learning, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-3.

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Lux, Markus, and Christian Wochele. "Teaching German in Eastern Europe and China: Reciprocal Relationships between Teaching and Learning Cultures." In Researching Intercultural Learning. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137291646_10.

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Luo, Yufeng, and Bo Yu. "Research on the Teaching of Understanding Mathematics Problems in Elementary Schools." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_11.

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Ma, Yunpeng, Shu Xie, Yanling Wang, and Douglas McDougall. "Analysis of Students’ Systematic Errors and Teaching Strategies for 3-Digit Multiplication." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_9.

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Zhu, Wenping, Tebatso Namanyane, and Mengdie Li. "A Case Study of the Change of Teacher’s Teaching Belief Based on International Understanding." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_15.

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Chi, Chenkai, Chris Hickman, Shijing Xu, and Jiaojiao Pan. "Reciprocal Learning Between Generalist and Specialist Teaching Models: Canadian and Chinese Sister School Teachers Co-planning and Co-teaching a Mathematics Lesson." In Intercultural Reciprocal Learning in Chinese and Western Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87465-9_2.

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Bai, Yingying. "A Canadian Elementary Teacher’s Differentiated Instruction in Mathematics Teaching: From the Perspective of a Chinese Researcher." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_13.

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Peng, Aihui, Anthony N. Ezeife, and Bo Yu. "The Use of Manipulatives for Teaching Fractions in Two Canadian and Chinese Elementary Schools: A Comparative Research Analysis." In Reciprocal Learning for Cross-Cultural Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_12.

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Guo, Haojun, and David Meloche. "Canadian Pre-service Teachers’ English Language Teaching Practices in the Cross-Cultural Context." In Intercultural Reciprocal Learning in Chinese and Western Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69280-2_10.

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Chi, Chenkai, Liyang Fan, James Cowper, and Mei Chen. "A Narrative Inquiry in Student-Centered Teaching Practices in a Windsor-Beijing Sister School Pair." In Intercultural Reciprocal Learning in Chinese and Western Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69280-2_3.

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Conference papers on the topic "Reciprocal Teaching Learning"

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Rahmat, Fitra Fauzi, Ridwan Ridwan, and Supriyatna Supriyatna. "Reciprocal Teaching for Boosting Students’ Confidence during Soccer Learning." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007070507890790.

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Resnick, Vered, and Yifat Ben-David Kolikant. "Knowledge and Agency: The Reciprocal Development of Interdisciplinary Teaching Practice." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.115184.

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Ozeki, Tomoe, Tomomi Sato, Tetsuya Mouri, Momoko Tsuchiya, Winai Chonnaparamutt, and Yoshiro Miyata. "Proposed System Design for Cross-Cultural Distance Reciprocal Teaching Using "Kusho"." In 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2023. http://dx.doi.org/10.1109/tale56641.2023.10398336.

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Hayashi, Yugo, Shigen Shimojo, and Tatsuyuki Kawamura. "Experimental Investigation on Reciprocal Teaching Using Misconception-Based Teachable Agents in Collaborative Learning." In 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/cscl2025.171809.

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Khori, Mhd, and Arimuliani Ahmad. "Enhancing Students’ Reading Comprehension through the Collaboration between Reciprocal Teaching and Cooperative Learning." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.122.

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Zhu, Cynthia Sijia. "Teachers Learning Through Co-Planning and Teaching in a Reciprocal Learning Context Between Canada and China." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1432847.

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Sundahry, Sundahry, Yanti Fitria, and Rakimahwati Rakimahwati. "The Effect Reciprocal Teaching Strategy of Critical Thinking Skills in Learning Tematic Class V." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181118.

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Shadiev, Rustam, Wu-Yuin Hwang, Shih-Ching Yeh, et al. "Applying Unidirectional versus Reciprocal Teaching Strategies in Web-Based Environment and Their Effects on Computer Programming Learning." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.7.

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Lubis, Ulfa Annisa, and Sri Andayani. "The effect of LMS schoology assisted reciprocal teaching on students’ self-efficacy in learning mathematics." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0133420.

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Irawan, Irawan, Anwar Senen, and Kus Eddy Sartono. "Improving Learning Outcomes and Student Teamwork Through Reciprocal Teaching Lessons in 5th Grade of Primary School." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.48.

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