Reciprocal Teaching: A Platform for Strategic ESL Instruction, Classroom Teacher Collaboration, & Renewal John Helfeldt, Texas A&M University Betty Helfeldt.

Reciprocal Teaching: A Platform for Strategic ESL Instruction, Classroom Teacher Collaboration, & Renewal

John Helfeldt, Texas A&M University Betty Helfeldt & Ann McMullin College Station Independent School District, TX

52nd International Reading Association Convention Toronto, 2007

Contact Info: [email protected]

Reciprocal Teaching (RT)

Can you describe or define RT? Do you use RT during reading

instruction? How intensively/extensively do you

teach RT? Have you encountered problems

during implementation of RT?

RT widely researched and reported in journals (1984 – 2006)

Most studies support RT’s effectiveness

Vast majority of articles are reports of research Focus on describing subjects, 10-20 day

treatments, data analyses & results Far less written re: implementation of RT

teaching procedure (Hacker & Tenant, 2002,Oczkus, 2003)

Far Fewer RT studies involving ESL S’s

Knight, Padron’ & Waxman (1985) Investigated Strategy use of ESL S’s Monolingual S’s more strategic than ESL Monolingual S’s used predicting,

questioning, imaging ESL S’s most concerned with S’s

perceptions of teacher expectations

Findings & Implications

LEP S’s not taught strategies until English is fully mastered

ESL instruction centered on pronunciation, word meaning

Many teachers assume S’s aren’t able to comprehend L2 text until fluently speaking L2

RT instruction is beneficial for ESL S’s

Padron’ (1992) found that: RT more beneficial than QAR and

Controls RT used summary and self generated

questions more than other S’s Gr. 5 more strategic than Gr. 3 LEP S’s should get strategy instruction

along with other reading and language

Klingner & Vaughn (1996) found that: 7th & 8th Gr. ESL S’s benefited from RT Greater range of S’s benefited than

anticipated Oral language proficiency benefited

along with reading comprehension Full proficiency not needed before

implementing strategy instruction

Fung, Wilkinson, & Moore (2003) researched RT with 6th & 7th Gr. Bilingual S’s RT in L1 and L2 on alternating days RT in L1 facilitated RT in L2 RT increased English Reading

Comprehension

What do we know about What do we know about implementing RT STRATEGY?implementing RT STRATEGY?

Pressley & Harris (1990):Pressley & Harris (1990): Teach 1 or 2 strategies over Teach 1 or 2 strategies over

several weeksseveral weeks Provide S’s with understanding Provide S’s with understanding

when & how to use strategywhen & how to use strategy Paris, Lipson, Wixson (1983)Paris, Lipson, Wixson (1983)

Levels of strategic knowledgeLevels of strategic knowledge Declarative, Procedural, ConditionalDeclarative, Procedural, Conditional

IT TAKES TIME!! IT TAKES TIME!! && IT TAKES IT TAKES COMMITMENT!COMMITMENT! Hacker & Tenant (2002)Hacker & Tenant (2002)

Scarce data re: number of teachers Scarce data re: number of teachers using RT, but implementation problems using RT, but implementation problems are not uncommonare not uncommon

Teachers construct their own versions of Teachers construct their own versions of RT over timeRT over time

3 basic adaptations of RT 3 basic adaptations of RT differing emphases on component strategiesdiffering emphases on component strategies Writing frequently addedWriting frequently added

ConclusionConclusion

Practice of RT changed over time Practice of RT changed over time and in response to many variables.and in response to many variables.

Future attempts to implement RT Future attempts to implement RT may meet with even greater success may meet with even greater success if teachers: receive adequate training if teachers: receive adequate training in traditional RT, are encouraged to in traditional RT, are encouraged to construct their own practice of RT construct their own practice of RT using prior knowledge about it, are using prior knowledge about it, are provided with sustained feedback provided with sustained feedback from knowledgeable RT person.from knowledgeable RT person.

What Stimulated Ann’s What Stimulated Ann’s Involvement with RT?Involvement with RT?

ESL Students “savvy”, ESL Students “savvy”, active learners in active learners in

classroomclassroom

Why Reciprocal Why Reciprocal Teaching for ESL Teaching for ESL

Students?Students?

RT Addresses RT Addresses the ESL the ESL DomainsDomains

SpeakingSpeakingListeningListeningReadingReadingWritingWriting

PredictingPredicting2-3 Weeks2-3 Weeks

PredictingPredicting2-3 Weeks2-3 Weeks

Book WalksBook Walks Picture WalksPicture Walks Graphic OrganizersGraphic Organizers Text FeaturesText Features

ClarifyingClarifying2-3 Weeks2-3 Weeks

ClarifyingClarifying2-3 Weeks2-3 Weeks

Phonetic SpellingPhonetic Spelling Simplified MeaningsSimplified Meanings IllustrationsIllustrations Concrete ObjectsConcrete Objects

QuestioningQuestioning2-3 Weeks2-3 Weeks

QuestioningQuestioning2-3 Weeks2-3 Weeks

Begin with literal Begin with literal questions: questions:

Who, When, WhereWho, When, Where

Utilize summary Utilize summary to develop to develop question strategyquestion strategy

Utilize questions Utilize questions as an assessment as an assessment of language of language proficiencyproficiency

Why he like chicken?Why he like chicken?

Where dit Senora Amelia try to get a Where dit Senora Amelia try to get a bicycle for Amelia?bicycle for Amelia?

What did all the stores say?What did all the stores say?

Did Senora Amelia get the bicycle?Did Senora Amelia get the bicycle?

The Five The Five “W’s”“W’s”

The Five The Five “W’s”“W’s”

Who?Who?Characters and Characters and

Their Their RelationshipRelationship

SummarizationSummarization2-3 Weeks2-3 Weeks

InitiallyInitially

SummarizationSummarization2-3 Weeks2-3 Weeks

InitiallyInitially

When?When?Time – Period, Time – Period, context, etc.context, etc.

Where?Where?PlacePlace

What?What?Events or Events or

HappeningsHappenings

Why?Why?Reason for Reason for Events or Events or

HappeningsHappenings

Teaching the 5 W’s:Teaching the 5 W’s: Shared Reading for Shared Reading for

several weeksseveral weeks Shared Writing for Shared Writing for

Several WeeksSeveral Weeks

Teaching the 5 W’s:Teaching the 5 W’s: Guided Reading Guided Reading

&Writing for Several &Writing for Several WeeksWeeks

Guided Reading & Guided Reading & Writing ThereafterWriting Thereafter

Experienced a Sense of Experienced a Sense of RenewalRenewal

• ExcitementExcitement

• EnergyEnergy

• RenewalRenewal

Professional Professional CollaborationCollaboration

•ModelingModeling•PracticePractice•CoachingCoaching•ValidationValidation

•Eagerness to learnEagerness to learn•ConfidenceConfidence•FlexibilityFlexibility

•Cooperative learnersCooperative learners

STUDENT ENGAGEMENTSTUDENT ENGAGEMENT

Personal Construction of Personal Construction of RTRT

• Flexible Grouping (including Flexible Grouping (including whole class)whole class)

• Student Writing EmphasizedStudent Writing Emphasized• Shared ReadingShared Reading• Guided ReadingGuided Reading• Parent RT AcademyParent RT Academy

RT as “Springboard”RT as “Springboard”

• Leadership in Professional Leadership in Professional DevelopmentDevelopment

• Working with other teachersWorking with other teachers• Enhanced CommunicationEnhanced Communication• Integrated CurriculumIntegrated Curriculum

But...does RT But...does RT reallyreally work?work?

Impact on ESL StudentsImpact on ESL Students

Reading Proficiency Test in EnglishReading Proficiency Test in English

Oral Language Proficiency TestOral Language Proficiency Test

Texas Assessment of Knowledge & Texas Assessment of Knowledge & Skills (TAKS)Skills (TAKS)

Impact on Classroom StudentsImpact on Classroom Students

TAKS ResultsTAKS Results93% S’s met standard93% S’s met standard27% S’s commended 27% S’s commended levellevel

7% did not meet standard 7% did not meet standard (2 S’s)(2 S’s)

Student Survey ResponsesStudent Survey Responses

During 4During 4thth Gr. My reading Gr. My reading attitude has been: 65% much attitude has been: 65% much better, 29% little better, 3% better, 29% little better, 3% same, 3% much worsesame, 3% much worse

The most helpful strategy: 41% ALL The most helpful strategy: 41% ALL 19% clarifying, 19% summarizing 19% clarifying, 19% summarizing 9% predicting, 6% questioning, 6% 9% predicting, 6% questioning, 6% nonenone

During 4During 4thth Gr. My ability to read Gr. My ability to read

science text is now: 57% much science text is now: 57% much better, 37% little better, 3% same, better, 37% little better, 3% same, 3% little worse3% little worse

Observations, Comments, Observations, Comments, AnecdotesAnecdotes

Principal “Language Arts/Reading Principal “Language Arts/Reading Class is the only place where some of Class is the only place where some of these kids don’t cause problems or these kids don’t cause problems or get in trouble.”get in trouble.”

TeachersTeachers ChildrenChildren ParentsParents

ReferencesReferences Fung, I., Wilkinson, I.A. & Moore, D. W. (2003). L1-assisted Fung, I., Wilkinson, I.A. & Moore, D. W. (2003). L1-assisted

reciprocal teaching to improve ESL students’ comprehension of reciprocal teaching to improve ESL students’ comprehension of English expository text. English expository text. Learning and Instruction, Learning and Instruction, 13, (1), 1-31.13, (1), 1-31.

Hacker, D. J. & Tenent, A. (2002). Implementing reciprocal teaching Hacker, D. J. & Tenent, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology,Journal of Educational Psychology, 94, (4), 699-718. 94, (4), 699-718.

Klingner, J.K. & Vaughn, S. (1996). Reciprocal teaching of reading Klingner, J.K. & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities comprehension strategies for students with learning disabilities who use English as a second language. who use English as a second language. The Elementary School The Elementary School Journal, Journal, 96, (3), 275-293.96, (3), 275-293.

Knight, S. L., Padron’, Y. L. & Waxman, H. C. (1985). The cognitive Knight, S. L., Padron’, Y. L. & Waxman, H. C. (1985). The cognitive reading strategies of ESL students. reading strategies of ESL students. TESOL Quarterly, TESOL Quarterly, 19, (4), 789-19, (4), 789-792.792.

Oczkus, L. D. (2003). Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for Reciprocal teaching at work: Strategies for improving reading comprehensionimproving reading comprehension. Newark, DE: International . Newark, DE: International Reading Association.Reading Association.

Padron’, Y.L. (1992). The effect of strategy instruction on bilingual Padron’, Y.L. (1992). The effect of strategy instruction on bilingual students’ cognitive strategy use in reading. students’ cognitive strategy use in reading. Bilingual Research Bilingual Research Journal, Journal, 16, (3&4), 35-51.16, (3&4), 35-51.

Palincsar, A.S.& Brown, A.L. (1984). Reciprocal teaching of Palincsar, A.S.& Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, Cognition and Instruction, 2, 117-175.2, 117-175.

Paris, S.G., Lipson, M. Y. & Wixson, K.K. (1983). Becoming a strategic Paris, S.G., Lipson, M. Y. & Wixson, K.K. (1983). Becoming a strategic reader. reader. Contemporary Educational Psychology, Contemporary Educational Psychology, 8, 293-326.8, 293-326.

Pressley, M. & Harris, K. R. (1990) What we really know about Pressley, M. & Harris, K. R. (1990) What we really know about strategy instruction. strategy instruction. Educational Leadership, 48, (1), 31-34.Educational Leadership, 48, (1), 31-34.