Reciprocal Teaching and Transenvironmental Programming: A Program to Facilitate the Reading Comprehension of Students with Learning Disabilites

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress.abstract<p>This study examined the extent to which teaching procedures combined with transenvironmental programming would facilitate comprehension of text and promote transfer of learning by a group of upper primary poor readers.</p> <p>A multiple-baseline single subject research design with replications across three different instructional conditions was used. The three conditions were: (1) reciprocal teaching in small groups in the resource room; (2) transfer of learning to the reading class in the home room; and (3) transfer of learning to the social studies class in the home room. Each condition involved baseline, experimental and maintenance phases.</p> <p>Analysis of the data revealed that reciprocal teaching was effective in promoting students' comprehension of text. In general, transenvironmental programmings, during which students were instructed to employ the newly learned comprehension strategies in their reading and social studies classes, was also successful. However, it was found that successful transfer depended on a number of other factors including mastery of the strategies, cognitive ability of the subject, and cooperation of the regular class teacher.</p> <p>The implications of these findings for classroom practices are discussed, along with the limitations of the study and suggestions for further research.</p>
avondale-bepress.articleid1017
avondale-bepress.authorsMerle Bruce
avondale-bepress.context-key4592703
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/theses_non_Avondale/18
avondale-bepress.document-typethesis
avondale-bepress.field.advisor1Dr Lorna Chan
avondale-bepress.field.avon_awardinginstUniversity of Newcastle
avondale-bepress.field.comments<p>Master of Educational Studies (MEdSt), Faculty of Education and Arts, The University of Newcastle.</p> <p>Staff and students of Avondale may access a print copy of this thesis from Avondale College Library (372.47 B83-1).</p>
avondale-bepress.field.custom_citation<p>Bruce, M. (1990). <em>Reciprocal teaching and transenvironmental programming: A program to facilitate the reading comprehension of students with learning disabilites</em> (Master's thesis). University of Newcastle, Newcastle, Australia.</p>
avondale-bepress.field.degree_nameMaster of Educational Studies
avondale-bepress.field.departmentEducation
avondale-bepress.field.embargo_date1990-01-01T00:00:00Z
avondale-bepress.field.publication_date1990-01-01T00:00:00Z
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1017&amp;context=theses_non_Avondale&amp;unstamped=1
avondale-bepress.keywordstransenvironmental
avondale-bepress.keywordsmetacognition
avondale-bepress.keywordsmetacognitive
avondale-bepress.keywordslearning
avondale-bepress.keywordsdifficulties
avondale-bepress.keywordsdisabilities
avondale-bepress.label18
avondale-bepress.publication-date1990-01-01T00:00:00Z
avondale-bepress.publication-titleTheses Non-Avondale
avondale-bepress.statepublished
avondale-bepress.submission-date2013-09-16T18:49:56Z
avondale-bepress.submission-paththeses_non_Avondale/18
avondale-bepress.titleReciprocal Teaching and Transenvironmental Programming: A Program to Facilitate the Reading Comprehension of Students with Learning Disabilites
avondale-bepress.typearticle
dc.contributor.authorBruce, Merle
dc.date.accessioned2023-11-01T00:37:13Z
dc.date.available2023-11-01T00:37:13Z
dc.date.issued1990-01-01
dc.date.submitted2013-09-16T18:49:56Z
dc.description.abstract<p>This study examined the extent to which teaching procedures combined with transenvironmental programming would facilitate comprehension of text and promote transfer of learning by a group of upper primary poor readers.</p> <p>A multiple-baseline single subject research design with replications across three different instructional conditions was used. The three conditions were: (1) reciprocal teaching in small groups in the resource room; (2) transfer of learning to the reading class in the home room; and (3) transfer of learning to the social studies class in the home room. Each condition involved baseline, experimental and maintenance phases.</p> <p>Analysis of the data revealed that reciprocal teaching was effective in promoting students' comprehension of text. In general, transenvironmental programmings, during which students were instructed to employ the newly learned comprehension strategies in their reading and social studies classes, was also successful. However, it was found that successful transfer depended on a number of other factors including mastery of the strategies, cognitive ability of the subject, and cooperation of the regular class teacher.</p> <p>The implications of these findings for classroom practices are discussed, along with the limitations of the study and suggestions for further research.</p>
dc.identifier.citation<p>Bruce, M. (1990). <em>Reciprocal teaching and transenvironmental programming: A program to facilitate the reading comprehension of students with learning disabilites</em> (Master's thesis). University of Newcastle, Newcastle, Australia.</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/04592703
dc.language.isoen_us
dc.rights<p>Master of Educational Studies (MEdSt), Faculty of Education and Arts, The University of Newcastle.</p> <p>Staff and students of Avondale may access a print copy of this thesis from Avondale College Library (372.47 B83-1).</p>
dc.subjecttransenvironmental
dc.subjectmetacognition
dc.subjectmetacognitive
dc.subjectlearning
dc.subjectdifficulties
dc.subjectdisabilities
dc.titleReciprocal Teaching and Transenvironmental Programming: A Program to Facilitate the Reading Comprehension of Students with Learning Disabilites
dc.typeThesis
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