Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.

Type

Journal article

Intellectual base

Primary research

Year

1984

Volume

1

Issue

2

Pages

117-175

DOI

10.1207/s1532690xci0102_1

DOI registrant

Taylor & Francis

Link

https://doi.org/10.1207/s1532690xci0102_1

Cited from

education_pedagogy

Cited by

3 citations across 3 artifacts.

Each citation links to the sentence it supports in the citing article.

Primes

• Cognitive Apprenticeship
  • In K-12 reading instruction, cognitive-apprenticeship-informed programs (Palincsar and Brown's (1984) Reciprocal Teaching; Schoenfeld's think-aloud mathematical problem-solving; process-writing instruction grounded in Flower and Hayes' research on writing cognition) systematically externalize how expert readers and writers monitor comprehension, plan compositions, and revise.

    This sourceReciprocal-teaching dialogue (predict, question, summarize, clarify) externalizing expert comprehension strategies — supports D48-005. Verified existing and supporting.

    Supported in partVerified against the publisher's abstract

    Abstract supports reciprocal-teaching dialogue training comprehension-fostering and comprehension-monitoring activities in seventh-grade poor comprehenders; it says nothing about expert readers or writers, plan compositions, or revise.

    “Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported.”

    Read by an automated reader; not a human review. How support was checked

• Scaffolding
  • In K-12 literacy instruction, scaffolding appears as guided reading (the teacher reads aloud while students follow, pausing to prompt and question), think-alouds (the teacher models the comprehension process), sentence frames and paragraph templates for writing, and graphic organizers for planning and revising—a tradition Palincsar and Brown (1984) crystallized in their reciprocal-teaching protocol for reading comprehension, in which teacher and students alternate roles in summarizing, questioning, clarifying, and predicting.

    Supported in partVerified against the publisher's abstract

    The abstract confirms reciprocal teaching's turn-taking dialogue on predicting, questioning, summarizing, and clarifying, but not the broader K-12 forms or PB crystallizing that tradition.

    “The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.”

    Read by an automated reader; not a human review. How support was checked

• Zone of Proximal Development (ZPD)
  • … it informs differentiated instruction (matching task difficulty to each learner's moving ZPD within heterogeneous classrooms), flexible grouping (bringing together learners whose ZPDs overlap), peer tutoring (where more-capable peers serve as mediators in the reciprocal-teaching model of Palincsar and Brown, 1984),

Verification

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