The ability to navigate and comprehend online informational text is essential for 21st century learners. It requires orchestrating a mix of old and new reading strategies--and it's easy for teachers and students to feel overwhelmed! This column describes a way of combining student screencasting with Reciprocal Teaching to help students--and…

Proficient readers self-monitor and self-correct to derive meaning from text. This article reviews research on how students learn to self-monitor and self-correct and describes a Reciprocal Teaching (RT) instructional routine that was successfully used with early readers to build their metacognitive processes. The RT routine included teacher…

Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older…

Reciprocal teaching is a researched-based technique that utilizes the comprehension strategies of predicting, clarifying, questioning, and summarizing. This article provides methods of incorporating characters, props, and visual and hands-on tools to encourage and motivate students to learn through reciprocal teaching. Teachers are given…

Over the course of one year in a first-grade classroom, English learners (ELs) used several literacy practices to construct meaning from expository text. The teacher modeling, guided practice, and independent use of the five most frequent practices are explained in detail, with accompanying photographs of student work. The author describes how…

Since the National Reading Panel presented its 2000 report, systematic and explicit strategy instruction has been featured in the scope and sequence chart of basals, the lesson plans of guided reading groups, and the headlines of workshop brochures. Sticky note responses have become a classroom staple, and teacher read-alouds are now synonymous…

English learners (ELs) often struggle with asking questions in the classroom. They frequently need support to become confident questioners when confusion arises during reading. This skill becomes even more significant when such learners transition into mainstream classrooms. One possible framework for helping ELs make this transition includes the…

Despite over 25 years of research supporting the instruction of comprehension strategies, it seems that such instruction is not readily found in many classrooms or basal readers, resulting in students that struggle with analyzing and comprehending text. This is particularly true in the primary grades. Originally designed with seventh grade…

Reading buddies have been used by teachers for many years. The practice and benefits of having older students reading with younger students on a regular basis has been well documented. This article provides suggestions for teachers as they begin a reading buddy program and includes ideas for meaningful follow-up activities that will help keep…

Presents an action research project that investigated reciprocal teaching's effect on reading comprehension in the content areas. Considers reciprocal teaching's benefits for students, instructional strategies, its effect on literature circles, and its use in content areas. (SG)

In this article, the authors explore the concept of instructional scaffolding as it applies to facilitating students' reading comprehension. They argue that scaffolding is a highly flexible and adaptable model of instruction that supports students as they acquire both basic skills and higher order thinking processes, allows for explicit…

In this study, the author adapted reciprocal teaching strategies for use with her kindergarten students. Using puppets to help model strategies, she implemented a series of lessons that showed students how to retell, ask questions, and predict what would happen in a story that was read aloud. The purpose was to provide students with comprehension…