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Reciprocal Teaching Strategy and Reading Comprehension in Students with Disabilities: A Third Grade Study |
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PP: 625-636 |
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doi:10.18576/isl/130314
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Author(s) |
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Asma I. Alharbi,
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Abstract |
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| In this study, we discussed the effectiveness of the reciprocal teaching strategy in developing reading
comprehension among a sample of third-grade students with reading-learning disabilities. The strategy was applied to
three female students who struggled with reading comprehension. Multiple baselines were used to measure progress and
intervention effectiveness. The results showed significant improvement in the students verbal responses to reading
comprehension questions, increased participation in the classroom, and improved motivation. These positive outcomes
were attributed to the implementation of the reciprocal teaching strategy and successful intervention using baseline
designs. |
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