Essay on Reading Strategies: Using Prediction Strategy for Teaching 6th Grade Students

Ability to predict is one the essential strategies that a lot of teachers try to foster in their children while teaching them how to read, because it helps the children to concentrate on what they are going to read, and thus better understand the main points of the text they are be reading. There are two main functions of prediction. It makes the class to think and initiates a loud discussion: “The class discusses things that are used to make predictions – what you know already, what you have seen happen before, etc.” [1]. Based on their knowledge children can make certain predictions. And also prediction gives children a good reason to read the text till the end, because now they have the purpose to do that – to find out whether their prediction was correct or not.

There are several prediction methods that are used while reading classes: Reciprocal Teaching, Elaboration Strategies, and Prior Knowledge: Activating the know, DLTA – DRTA and KWLH. However, in this essay such method of prediction as Reciprocal teaching will be discussed.

Reciprocal Teaching is an instructional procedure originally designed to enhance students’ reading comprehension. The procedure is best characterized as a dialogue between teacher and students. The term “reciprocal” describes the nature of the interactions: each person acts in response to the others [2]. This method includes four comprehension strategies, such as prediction, clarification, summarization, and generation of questions. Usually these strategies are prepared by the teacher in advance; in class he/she divides the students into several groups in order to practice the strategies. Teachers monitor the discussion and provide cognitive scaffolding. Reciprocal Teaching strategies have resulted in improved reading comprehension during reading lessons and the transfer of skills to content areas in the regular classroom setting [3]. Reciprocal teaching is based on the theory of Vygotsky about the essential role of people’s interaction in the development of cognition. Thinking aloud and discussion of thoughts aid in clarification and revision of thinking and learning, therefore developing cognition [1]. Improving reading comprehension skills for students who have not benefited from traditional reading instructional methods is the primary goal of Reciprocal Teaching. This is achieved through establishing a collaborative discourse in order to help students acquire strategies useful to construct meaning from texts [3]. After the division into small groups a teacher may apply a so-called modified reciprocal teaching, which involves students into taking turns “teaching” these groups by assisting the rest of the group in selecting key words and phrases, summarizing, questioning, clarifying, and predicting [4].

Reciprocal teaching will be effective for 6th graders, because at this age some children usually have troubles understanding what they have read, while others can read independently at the level of higher grades. It’s very important for students to control themselves while reading, however not all readers, especially 6th graders are able to do that. That’s why it’s important to develop in students self-monitoring skills that include making predictions about their reading, asking questions during and following reading, using context clues, visualizing, and even going back and rereading parts that are confusing [5]. And reciprocal teaching is one of the best methods to help children develop their comprehension skills.

To apply this method for my 6th grade reading class at first it’s necessary to create a clear strategy based on four methods used in reciprocal teaching. Doing that it’s necessary to divide the class into small groups, and involve the children into discussion and filling in prepared worksheets. If needed, I’ll provide help to the children who feel uncomfortable working in groups. Finally, I’ll give the children a task to answer the questions and summarize what they have read. Their works will be evaluated upon completion.

Bibliography

• Foster, E., Rotoloni, R. Reciprocal Teaching: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. (2005). http://www.coe.uga.edu/epltt/reciprocalteaching.htm
• Connors, Diane J., Hashey, Jane M. Learn from Our Journey: Reciprocal Teaching Action Research This Action Research Project Investigated Reciprocal Teaching’s Effect on Reading Comprehension in the Content Areas. The Reading Teacher, Vol. 57, 2003
• Reciprocal Teaching. http://depts.washington.edu/centerme/recipro.htm
• C. Dean Miller, Larry F. Miller, Lee A. Rosen. Modified Reciprocal Teaching in a Regular Classroom. Journal of Experimental Education, Vol. 56, 1988
• Little, Queenie. Richards, Rhonda Taylor. Teaching Learners- Learners Teaching: Using Reciprocal Teaching to Improve Comprehension Strategies in Challenged Readers. Reading Improvement, Vol. 37, 2000
• Reciprocal Teaching: A Reading Comprehension Package http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/reciptchng.shtml
• Introduction to Reading Strategies Teacher Script http://www.miamisci.org/tec/introduction.html
• Balanced Literacy. Reciprocal Teaching. http://www.newton.k12.ks.us/Dist/curr/bp/lit/reciprocal_teaching.htm