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Georgia Department of Education Literacy Strategies Making Content-Rich Nonfiction Accessible Daniel Rock and Mary Lynn Huie 7/19/2012 Active Reading Strategies Reciprocal Teaching What is it? According to Alverman and Phelps (1998) in their book,?Content Reading and Literacy: Succeeding in Today’s Diverse Classroom, reciprocal teaching has two major features: (1) instruction and practice of the four comprehension strategies—predicting, question generating, clarifying, and summarizing and (2) a special kind of cognitive apprenticeship where students gradually learn to assume the role of teacher in helping their peers construct meaning from text. According to Rosenshine Meister (1994), there are four important instructional practices embedded in reciprocal teaching: Direct teaching of strategies, rather than reliance solely on teacher questioning Student practice of reading strategies with real reading, not with worksheets or contrived exercises Scaffolding of instruction; students as cognitive apprentices Peer support for learning Reciprocal teaching involves a high degree of social interaction and collaboration, as students gradually learn to assume the role of teacher in helping their peers construct meaning from text. In essence, reciprocal teaching is an authentic activity because learning, both inside and outside of school, advances through collaborative social interaction and the social construction of knowledge (Alverman and Phelps, 1998). What does it look like? Teachers begin by teaching and modeling the four comprehension strategies; students then practice them through dialogue among themselves. At first the teacher leads the dialogue, but as students become more proficient with the four strategies, the teacher gradually fades out of the dialogue and allows students to assume leadership. The process of reciprocal teaching must be carefully scaffolded to ensure success for your students: ??????????Teachers need to explicitly teach and model the