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- W228075062 abstract "In order to determine the effectiveness of a reciprocal teaching procedure, a study examined the effects of instruction in metacognitive techniques on the reading comprehension of technical students. Ideas were 150 male students in a post-secondary occupational training program in diesel mechanics. A 4-part metacognitive process was taught and practiced in six sessions over a 2-week period through reciprocal teaching with one experimental group (requiring students to assume the role of teacher in a round-robin activity), and through conventional teacher-centered whole class instruction with another. Control groups either read or engaged in non-reading activities during the experiment. Preand posttests were administered immediately and after 5 weeks, along with other posttest comprehension measures. Results obtained immediately after intervention supported the effectiveness of the 4-part comprehension strategy, but favored neither instructional method. After 5 weeks, no differences in reading comprehension were shown among all four groups on follow-up measures ektvised by the experimenters, while the posttest showed significant differences favoring the experimental group which received convertional instruction. (One table of data is included.) (SR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********ft******** ***** ***********************************************" @default.
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- W228075062 date "1988-11-30" @default.
- W228075062 modified "2023-09-27" @default.
- W228075062 title "The Effects of Reciprocal Teaching of Self-Regulation of Reading Comprehension in a Postsecondary Technical School Program." @default.
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