Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension

and attitudes toward reading?

6406 ACTION RESEARCH PROPOSAL All teachers want students to be able to read independently. However, while reading comprehension is regularly assessed in school, explicit instruction in reading comprehension strategies is not commonplace in many classrooms (Durkin, 1979). When compared to the growth students in other countries are achieving, Snow (2002) found students in the United States are not attaining comparable gains in reading comprehension. Nevertheless, comprehension is critical for successful reading, and society is requiring higher levels of literacy for high school graduates than in the past (Ogle & Lang, 2011). Experts consider making meaning from text the most important thing when it comes to reading (Harvey & Goudvis, 2007). One method for promoting reading achievement is reciprocal teaching, a research-based instructional technique that supports the use of comprehension strategies. Therefore, the purpose of this study is to examine the impact of reciprocal teaching as a means for teaching reading comprehension skills to eighth grade students. Specifically, this study aims to answer the question, What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading? In order to answer this question, a quasi-experimental pretest-posttest design will be used to compare reading comprehension scores and survey responses before and after an eight-week treatment. The expected outcome is that students taught using the reciprocal teaching model will make gains in comprehension when compared to students taught using traditional, whole-class instruction. Reciprocal Teaching Pardo (2004) defines comprehension as the process in which readers make meaning by interacting with text through prior knowledge, information in the text, and the stance the reader takes in relation to the content. Although reading comprehension is commonly assessed in classrooms, research has demonstrated little attention is paid to comprehension instruction (Durkin, 1979). In an observational study of third through sixth grade social studies classrooms, Durkin (1979) discovered almost no instruction in reading comprehension, despite the complexity of the text students were required to read. More recent research has demonstrated that not much has changed since then (Snow, 2002). Moreover, even though comprehension training was practically nonexistent, it was frequently assessed through teacher questions. Harvey and Goudvis (2007) suggest when students are explicitly taught comprehension-fostering skills, not only do students learn to apply strategies across disciplines, but general comprehension improves as well. Palincsar and Brown (1984) developed the reciprocal teaching technique as a method to teach readers to monitor their own comprehension and in turn develop more sophisticated interactions with text. The method encourages students to engage with the text by employing four comprehensionmonitoring strategies: predicting, questioning, clarifying, and summarizing (Palincsar & Brown, 1984). By

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
explicitly teaching students how to appropriately utilize each strategy before, during, and after reading, dialogue about pertinent text features is then supported by gradually making students responsible for their use of the strategies (Stricklin, 2011). What Palincsar and Brown (1984) discovered in their initial study, which aimed to improve students abilities to learn from text, was that regular practice of reciprocal teaching led to improvement in the quality of summaries and student-generated questions, as well as growth on tests of comprehension. Harvey and Goudvis (2007) offer several reasons students have difficulty understanding what they read. In some cases, students lack of comprehension has to do with level of interest, while in other instances a lack of background knowledge interferes with understanding, or students simply lose focus and do not realize they are not thinking about the words and ideas in the text (Harvey & Goudvis, 2007). However, research suggests that reciprocal teaching can counteract issues with comprehension by teaching students to monitor their understanding strategically (Choo, Eng, & Ahmad, 2011; Williams, 2010; Stricklin, 2011; Palincsar & Brown, 1984). Strategic reading enriches learning and understanding, and educators should consider strategic readers proficient readers who have a plan of action that moves them towards their goal or purpose for reading (Harvey & Goudvis, 2007, p. 23). Reciprocal teaching creates strategic readers through the explicit focus on specific comprehension strategies. In the pilot study of reciprocal teaching, Palincsar and Brown (1984) developed the procedure in which teacher and student took turns leading a dialogue about sections of the text. After training in each strategy, there was a shared responsibility for generating predictions, questions, and summarizations, as well as for clarifying misleading or complex ideas (Palincsar & Brown, 1984). This method was compared to more typical teacher-led classroom instruction, and results demonstrated that reciprocal teaching contributed to comprehension growth (Palincsar & Brown, 1984). Impact of Reciprocal Teaching on Struggling Readers and Special Populations Reciprocal teaching has shown effectiveness among struggling readers and students learning English as a foreign language (Choo, Eng, & Ahmad, 2011; Slater & Horstman, 2002). In a study designed to examine how reciprocal teaching could help low-proficiency students improve their reading comprehension scores on the Malaysian University English Test, Choo, Eng, and Ahmad (2011) found that after nine reading lessons over the course of a month, a significant difference in pre and posttest results indicated that reciprocal teaching strategies were effective in helping students improve their reading comprehension scores. The researchers attribute the effectiveness of reciprocal teaching to the group dynamic. Specifically, they state that reciprocal teaching encourages students to take a more active role in leading a group dialogue, and helps to bring more meaning to the text at a personal and cognitive level (Choo et al., 2011, p. 140). In other words, the power of reciprocal teaching is not just in teaching students reading strategies, but also the interaction of the small groups. Through small-group

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
instruction, students are required to be active learners as opposed to passive listeners. With reciprocal teaching, students also must take ownership of their strategy-use within their group. Additionally, Mastropieri, Scruggs, Mohler, Beranek, Spencer, Boon, and Talbott (2001) discovered students identified as having serious reading difficulties demonstrated comprehension growth in a peer tutoring program where reciprocal teaching was employed as the primary means for reading instruction. Participants in the study included 24 middle school students with mild disabilities, comprising 20 students with learning disabilities and four with mild mental retardation, as defined by state and federal criteria (Mastropieri et al., 2001, p. 20). Prior to implementing peer tutoring, all students participated in standardized reading tests. Results were used to match students for random assignment to tutoring. The tutoring program was implemented in the experimental group daily over five weeks during the regularly assigned 50-minute English block. Students were taught reciprocal teaching strategies to use during tutoring sessions. In the control group, students received traditional whole-class, teacher-centered instruction. Data were gathered through comprehension tests, student interviews, and researcher observations. On the comprehension tests, while there was no significant difference in the pretest scores, students in the tutoring condition achieved an average of 81.8 percent correct compared to 63.6 percent correct in the control group on the posttest. Moreover, in student interviews, 83 percent of students agreed that they liked the reciprocal teaching experience and 75 percent expressed a desire to tutor in other subjects. Therefore, the student-centered instruction was again a contributing factor to the success of the intervention. Expressly, reciprocal teaching is effective because it provides students an opportunity to practice reading purposefully in small groups where understanding can be extended through the insight of their peers, as well as the focus on comprehension-fostering strategies. Furthermore, in an examination of the National Assessment of Educational Progresss Reading Report Card, Slater and Horstman (2002) advocated for reciprocal teaching as the best cognitive strategy intervention for students struggling academically in middle and high school. The authors describe a model for using reciprocal teaching in which the student progresses from a task where the teacher takes responsibility for students proficiency to one where the student assumes full responsibility for their success with the task. According to the authors, in addition to student-centered, small-group instruction, another driving force behind the effectiveness of reciprocal teaching is this gradual release of control during which students learn to read strategically (Slater & Horstman, 2002). Furthermore, this method ensures students are learning within their zone of proximal development, or the area between the actual development level of the child and the level of potential development (Vigotsky, 1978, pp. 8586) (Ostovar-Namaghi & Shahhosseini, 2011, p. 1239). Teaching students within their zone of proximal development is important because it encourages students to push themselves beyond their actual

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
developmental level in their learning, which has the ability to result in higher levels of achievement growth. Alfassi, Weiss, and Lifshitz (2009) also recommend using reciprocal teaching to support reading comprehension in students with intellectual disabilities. In a study of the effectiveness of strategy instruction as a means for fostering comprehension monitoring, reciprocal teaching strategies were taught to students between the ages of 15 and 21 with mild to moderate intellectual disabilities. Phase One of the study consisted of pretesting using the Ortar reading test, two reading literacy assessment passages, and a strategy assessment for questioning and summarization. Phase Two, the intervention phase, lasted 12 weeks, during which the experimental group was exposed to reciprocal teaching methodology during two weekly 45-minute sessions. The control group continued their regular curriculum of skill acquisition. Phase Three occurred at the completion of the intervention period. All participants were again administered the Ortar reading test, two reading literacy assessment passages, and the strategy assessment. Analysis of data gathered after the intervention period showed the experimental group improved its performance from before to after the intervention on both comprehension measures, whereas the control group did not improve its performance (Alfassi, Weiss, & Lifshitz, 2009, p. 299). Research also demonstrates the effectiveness of reciprocal teaching in students not identified as disabled or struggling and without limited English proficiency. Williams (2010) found that the implementation of reciprocal teaching in her fourth-grade classroom gave many of her students the vocabulary to confidently ask questions in class, in addition to monitor their own comprehension of informational texts. According to Williams, reciprocal teaching reinforces the practice of asking questions because two of the focus strategies, clarifying and questioning, require students to do just that (Willams, 2010). Moreover, as students began to use strategies more flexibly and with more confidence, they were able to use informational texts as a tool to find answers to their own questions and to persuade other students about particular opinions supported by the text. According to Harvey and Goudvis (2007), when readers have questions, they are less likely to abandon a text. Awareness of question-generating strategies, as well as the other strategies promoted by reciprocal teaching, provides students with metacognitive recognition of their own comprehension (Meyer, 2010). Overall, there are a number of factors that make reciprocal teaching conducive for all students. Reciprocal teaching fosters a student-centered learning environment that places the responsibility for strategic reading on the learner (Slater & Horstman, 2002). Additionally, reciprocal teaching promotes learning within each students zone of proximal development, which supports increased development and higher achievement (Ostovar-Namaghi & Shahhosseini, 2011). Reciprocal teaching also reinforces good reading habits, such as asking questions, and teaches reluctant students the vocabulary to do so

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
confidently (Meyer, 2010). All of these actions are sustained by the explicit focus on four reading strategies that encourage deeper reading through dialogue about aspects of the text. Implementing Reciprocal Teaching Strategies When implementing reciprocal teaching, the goal is to scaffold students use of each strategy, so that they can eventually employ them all independently. This begins with introducing each strategy and its purpose and modeling how purposeful readers use each strategy to support their understanding of a text. During a reciprocal teaching session, the teachers responsibilities are to activate prior knowledge of words or ideas, facilitate strategy-use within groups, and encourage students to reflect upon their reading and which strategy helped them the most (Stricklin, 2011). Predicting. With reciprocal teaching, students make predictions prior to reading and check the accuracy of their predictions during reading (Stricklin, 2011). These predictions foster motivation by helping students form a purpose for reading (Stricklin, 2011). Additionally, research has demonstrated that when teachers use a systematic model for focusing on predictions before reading, students comprehension of the text increases (Hansen, 1981). In a study of methods intended to improve comprehension, Hansen (1981) found that asking students to use previous experiences to predict events in a basal-reader story resulted in higher achievement on comprehension questions when compared to students who did not engage in making predictions. Clarifying. During reading, students should stop to clarify unknown words or confusing ideas (Stricklin, 2011). When providing instruction in the strategy with reciprocal teaching, students are invited to ask about anything that is not clear. The strategy also includes discussing the type of text and the authors purpose for writing (Stricklin, 2011). Clarifying is different from questioning because the goal of clarifying is to explicate unfamiliar vocabulary and concepts (Seymour & Osana, 2003). The purpose of questioning is to discover the main idea of the text. Questioning. Harvey and Goudvis (2007) state, Questions propel us forward and take us deeper into reading (p. 109), and research supports the idea that engaging students in generating and answering their own questions results in a more comprehensive processing of the text (Meyer, 2010). Furthermore, asking students to generate questions during and after reading is believed to enhance recall because the technique requires students to focus on ideas they believe are important (McCormick & Zutell, 2011). As with many reading comprehension strategies, students must be taught how to generate questions in order for the skill to be effective. There are many ways to help students learn how to generate questions, including teaching the difference between thin and thick questions (questions that require limited information, as opposed to questions that require elaboration), or teaching students question-answer relationships (Meyer, 2010).

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
Summarizing. Summarizing is a paraphrased retelling of a text (Harvey & Goudvis, 2007). It promotes comprehension, because in order to summarize, readers must be able to extract the essential information from the text. With reciprocal teaching, students may summarize a section or an entire passage (Stricklin, 2011). As they condense information into a few important ideas or larger concepts, students may gain a fresh perspective or form an opinion that leads to new insight (Harvey & Goudvis, 2007). One way to teach students summarization is through retelling. The purpose is to provide a basic framework to help students begin to identify important information in a text (Harvey & Goudvis, 2007). By and large, research consistently demonstrates the effectiveness of reciprocal teaching as a method for teaching students to be strategic readers. Therefore, in order to improve this researchers teaching practices and the reading comprehension abilities of students, the impact of reciprocal teaching will be further investigated in this study that seeks to answer the question, What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading? The following section will present the methodological details of this study. Methodology In order to examine the influence of reciprocal teaching, a quasi-experimental pretest-posttest design will be employed. Subjects will not be randomly assigned, because the researcher will be working with two intact language arts classes. In order to counteract the limitations this poses, two classes that are similar in size and grade point averages will be used. In this study, the independent variable is the type of reading instruction students will receive. The dependent variables are reading comprehension and attitudes toward reading. The independent variable, reading instructional method, is assigned two levels: reciprocal teaching and traditional instruction. The group receiving instruction characterized by the reciprocal teaching model will be taught the definition and purpose of the four comprehension strategies, as well as how to address each one. After that, students will be split into heterogeneous reading groups at least three times a week. Each student in the group will be assigned a different strategy, and their role in the group will be leading a dialogue about that strategy with regard to the text the class is reading that day. Roles will rotate for each text students read. The goal is that students become proficient in each skill and eventually reading strategically will become habitual. At the traditional level, students will receive reading instruction in a primarily whole-class, teacher-centered structure. Rather than with the student-centered reciprocal teaching, reading responsibilities will be shared between the teacher and students, and discussions will take place with the whole class. The first dependent variable, reading comprehension, will be operationally defined as a score on the CASE21 assessment. The second dependent variable, student attitudes, will be gauged through responses on an adolescent attitudinal survey. Participants and Setting

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
This study will be conducted at a magnet middle school located in an affluent neighborhood in Raleigh, North Carolina. The school serves 1,017 students in grades six through eight. Approximately 60 percent of students are Caucasian, 16 percent are African-American, 10 percent are Hispanic-American, and 10 percent are Asian/Pacific Islander. Forty-five percent of students are identified as academically or intellectually gifted, 16 percent of students have disabilities, and 27 percent of students receive free or reduced lunch. Participants in this study include two eighth grade language arts classes, period 4 and period 5, the researcher teaches. Participants are between 13 and 15 years old. The class assigned to the intervention treatment contains 26 students. Of these students, there are 16 girls and 10 boys. Twelve students are Caucasian, five are Asian/Pacific Islander, five are African-American, and four are HispanicAmerican. One student is receiving English as a Second Language (ESL) services. The control class contains 24 students. In this class, there are 8 girls and 16 boys. Seventeen students are Caucasian, three are Asian/Pacific Islander, two are African-American, and two are Multiracial. In the control group, one student is receiving ESL services, and three students are receiving special programs services. Data Sources and Data Collection Procedures Data will be collected using a pre and posttest comprised of reading comprehension items from CASE21 assessments and an adolescent attitudinal survey regarding reading. CASE assessments are produced by a company called Training and Education in the 21st Century. A reading comprehension assessment aligned with the Common Core State Standards using the CASE21 question item bank was generated and the first selection is included in Appendix A. The pretest will be administered at the beginning of January 2013, prior to the intervention period. After eight weeks, the same test will be administered once again. The attitudinal survey that will be used was published in a study about adolescents motivation to read (Pitcher, Albright, DeLaney, Walker, Seunarinesingh, Mogge, Headley, Ridgeway, Peck, Hunt, & Dunston, 2007). The survey includes 20 multiple-choice items that ask students to respond to statements about reading habits and activities. The survey will be scored using a four-point scale, in which selections that show the most positive attitude will receive a four, while the most negative will receive a one (Pitcher, et al., 2007). The multiple-choice section of the survey, included in Appendix B, will be administered on the same days as the pre and posttest. Finally, throughout the intervention period, a researcher log will be used to record observations, reflections, and other information relevant to the impact of the intervention during the study. Data Analysis The gain scores of the two groups will be compared using a t-test on gain scores. Because the intervention and control groups are not matched, an independent samples t-test will be used to

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
determine whether the difference between the means of the gain score of each group is significant (Zhang, 2012). The same test will also be used to compare the mean gain scores on the attitudinal survey. Intervention The intervention period will last for eight weeks. The initial pretest and attitudinal survey will be administered when students return to school from winter vacation on January 2, 2013, and the intervention period will begin on the following day. The intervention period will end February 27, 2013, and a posttest will then be administered. Prior to the beginning of the intervention period, students in the intervention group will be trained in the use of predicting, clarifying, questioning, and summarizing as comprehension strategies. This will be done through explicit focus lessons on how to use each strategy, why the strategy is important, and how each strategy aids comprehension. Students will be able to see the strategy modeled and practice using the strategy together and independently. By the time the intervention period begins, students will be able to assume full responsibility for their employment of these strategies due to this scaffolding. During the intervention period, students will participate in in-class reading in heterogeneous groups. Each group member will be responsible for leading a discussion using a particular strategy. Different activities will be used to keep students engaged in these dialogues and aware of strategy-use, such as reciprocal teaching prompt cards, charts, and sticky notes. Reciprocal teaching prompt cards, included in Appendix C, contain sentence starters to spark discussion for each strategy and tasks that must be completed for documentation (Meyer, 2010). Charts and sticky notes will be used to jot down predictions, words and ideas that need clarifying, questions, and details that should be included in the summary (Stricklin, 2011). It is important to note that during the intervention period, learning will be almost entirely student-centered. Each of the aforementioned activities will be used as documentation of the discussions that happen within each group, and the efficacy of each activity will be recorded in the researcher log in order to plan lessons within the intervention period that maximize the effectiveness of instructional time. The intervention will take place at least three times a week for 30 to 45 minutes during students regularly scheduled language arts class. Figure 1 shows the timeline for collecting data in the intervention period. The expectation is that, through reciprocal teaching, students will become strategic readers able to monitor their own comprehension of a variety of texts. Following the intervention, the posttest will be administered, as well as the attitudinal survey. Validity and Reliability or Trustworthiness There are a few threats to the validity and reliability of this study. Random selection and assignment of participants is not possible, so this study is not truly experimental and cannot be

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
considered generalizable. Moreover, there is an existing relationship between the students and the researcher, and the novelty of employing reciprocal teaching may cause the researcher to treat the intervention group differently. Therefore subject attitude and researcher bias towards implementation may be a potential threat. It will be essential to treat the control and experimental groups the same and maintain high expectations for both. The researcher log will serve as a way to promote the conservation of neutrality. The observations and reflections noted will encourage the researcher to be aware of teaching practices and biases. The threat of mortality also exists, as students may change schools during the course of the study. However, any participant changes will be clearly indicated in the data. Due to working with students at an age when change is to be expected, maturation is a potential threat as well. Observations noted in the researcher log will be helpful when interpreting whether or not participants have changed as a result of the intervention. Finally, there is a testing threat because using the same assessment for the pretest and posttest, as well as the attitudinal survey, may create a practice effect that might influence how students respond to questions. Conclusion Over the past three decades, research has shown the positive influence of reciprocal teaching on reading comprehension. The purpose of this investigation is to discover what impact reciprocal teaching has on the reading comprehension achievement and attitudes of eighth grade students in one teacher researchers classroom. Specifically, this study intends to address the question, What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes? It is believed this study will support the existing research about the value of reciprocal teaching as an instructional practice, as well as help the students involved become more adept readers. Furthermore, these students will also gain practice in learning collaboratively, a critical 21st century skill. With hope, significant gains in reading comprehension, reading attitudes, and confidence will be observed, and the effectiveness of this method can be reported in order to encourage others to share the benefits of reciprocal teaching.

Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
References Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291-305. doi:10.1080/08856250903016854 Choo, T., Eng, T., & Ahmad, N. (2011). Effects of reciprocal teaching strategies on reading comprehension. Reading Matrix: An International Online Journal, 11(2), 140-149. Retrieved from http://www.readingmatrix.com/articles/april_2011/choo_eng_ahmad.pdf Durkin, D. (1979). What classroom observations reveal about reading comprehension instruction, Reading Research Quarterly, 14(4), 481-533. Retrieved from http://www.jstor.org/stable/747260 Hansen, J. (1981). The effects of inference training and practice on young childrens reading comprehension. Reading Research Quarterly, 16(3), 391-417. Retrieved from http://www.jstor.org/stable/747409 Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, Maine: Stenhouse. Mastropieri, M.A., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., & Talbott, E. (2001). Can middle school students with serious reading difficulties help each other and learn anything?. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 16(1),18. Retrieved from http://jproxy.lib.ecu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&A N=4673570&site=ehost-live McCormick, S., & Zutell, J. (2011). Instructing students who have literacy problems. (6th ed.). Boston, MA: Pearson Education, Inc. Meyer, K. (2010). 'Diving into reading': Revisiting reciprocal teaching in the middle years. Literacy Learning: The Middle Years, 18(1), 41-52. Retrieved from http://eprints.qut.edu.au/38645/1/38645P.pdf Ogle, D., & Lang, L. (2011). Best practices in adolescent literacy instruction. In L. Morrow & L. Gambrell (Eds.), Best Practices in Literacy Instruction (4th ed., pp. 138-173). New York, NY: The Guilford Press. Ostovar-Namaghi, S.A., & Shahhosseini, M.R. (2011). On the effect of reciprocal teaching strategy on EFL learners reading proficiency. Journal of Language Teaching and Research, 2(6), 1238-1243. doi:10.4304/jltr.2.6.1238-1243 Palincsar, A., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(2), 117. Retrieved from http://dx.doi.org/10.1207/s1532690xci0102_1

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Pardo, L. S. (2004). What every teacher needs to know about comprehension. Reading Teacher, 58(3), 272-280. doi:10.l598/RT.58.3.5 Pitcher, S. M., Albright, L. K., DeLaney, C .J., Walker, N. T., Seunarinesingh, K., Mogge, S., Headley, K. N., Ridgeway, V. G., Peck, S., Hunt, R., & Dunston, P. J. (2007). Assessing adolescents motivation to read. Journal of Adolescent & Adult Literacy, 50 (5), 381-382, 389-390. Retrieved from: http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/JAAL.50.5.5 Seymour, J. R., & Osana, H. P. (2003). Reciprocal teaching procedures and principles: Two teachers developing understanding. Teaching & Teacher Education, 19(3), 325. doi:10.1016/S0742051X(03)00018-0 Slater, W. H., & Horstman, F. R. (2002). Teaching reading and writing to struggling middle school and high school students: The case for reciprocal teaching. Preventing School Failure, 46(4), 163. Retrieved from http://jproxy.lib.ecu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&A N=7213955&site=ehost-live Snow, C.E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation. doi:10.1598/RT.64.8.8 Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.8 Williams, J. A. (2010). Taking on the role of questioner: Revisiting reciprocal teaching. Reading Teacher, 64(4), 278-281. doi:10.1598/RT.64.4.6 Zhang, G. (2012). Basic research designs and data analyses [PowerPoint slides]. Retrieved from Lecture Notes Online Web site: http://moodle.aos.ecu.edu/course/view.php?id=806

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Appendix A

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Appendix B

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Appendix C

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Name: Kristen Borge Research Question: What is the effect of reciprocal teaching on eighth grade students reading comprehension and attitudes toward reading?
Figure 1 Data Source Adolescent Attitudinal Reading Survey CASE21 Reading Comprehension Assessment Teacher Researcher Log Throughout the duration of the study, beginning on January 2, 2013 and ending on February 27, 2013. Throughout the duration of the study, beginning on January 2, 2013 and ending on February 27, 2013. January 2, 2013 February 27, 2013 Administration 1 January 2, 2013 Administration 2 February 27, 2013

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