The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal Teaching Adapted for Kindergarten Students

Abstract

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 strategies and enable them to engage in role-playing and interactive discussion of text. Results indicate that the approach was an excellent way to encourage students to participate in an interactive read-aloud in which they could share authority and assume responsibility for their learning. The author gained insight on the connections students made between their prior knowledge and the text, allowing her to assess and develop students' understanding. The study suggests that even very young children can benefit from metacognitively oriented comprehension strategy instruction.

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