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Kairaranga, v15 n1 p26-35 2014

This paper highlights reciprocal teaching as an inclusive instructional strategy that has been shown to improve reading comprehension and metacognitive skills. It provides a conceptual background to reciprocal teaching and examines its purpose, strengths and weaknesses. The notion of reciprocal teaching as an evidence-based practice is also examined with recommendations for practice.

Descriptors: Reciprocal Teaching, Reflection, Educational Practices, Reading Comprehension, Metacognition, Inclusion, Instructional Innovation, Evidence, Constructivism (Learning), Culturally Relevant Education, Cooperative Learning, Cognitive Psychology, Group Dynamics, Teaching Skills, Performance Factors, Teaching Methods, Foreign Countries

Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga[at]massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm





Autor: McAllum, Ruth

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1509&id=EJ1040126



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