Tape-assisted reciprocal teaching: Cognitive bootstrapping for poor decoders

British Journal of Educational Psychology

Volumn 73, Issue 1, 2003, Pages 37-58

  Le Fevre, Deidre M ^a   Moore, Dennis W ^b   Wilkinson, Ian A G ^c  

^a WASHINGTON STATE UNIVERSITY   (United States)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COGNITION; FOLLOW UP; HUMAN; METHODOLOGY; MOTIVATION; QUESTIONNAIRE; READING; RECORDING; TEACHING;

CHILD; COGNITION; FOLLOW-UP STUDIES; HUMANS; MOTIVATION; QUESTIONNAIRES; READING; TAPE RECORDING; TEACHING;

EID: 0037981397     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709903762869905     Document Type: Article

References (48)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adams, M. J. (1994). Modeling the connections between word recognition and reading. In R. B. Ruddell., M. R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp. 838-863). Newark, DE: International Reading Association.
3. Allington, R. L, (1980). Teacher interruption behavior during primary grade oral reading. Journal of Educational Psychology, 72, 371-77.
4. Allington, R. L, (1983). The reading instruction provided readers of differing reading abilities. Elementary School Journal, 83, 548-559.
5. Armbruster, B. B., & Brown, A. L. (1984). Learning from reading: The role of metacognition. In R. C. Anderson., J. Osborn & R. J. Teirney (Eds.), Learning to read in American schools. Basal readers and context texts (pp. 273-281). Hillsdale, NJ: Erlbaum.
6. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. Kamil & P. Mosenthal (Eds.), Handbook of reading research (pp. 353-394). New York: Longman.
7. Borkowski, J. G., & Kurtz, B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children: Comparative approaches to retardation, learning disabilities, and giftedness (pp. 123-152). Norwood, NJ: Ablex.
8. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. B. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, NJ: Erlbaum.
9. Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction (pp. 339-451). Hillsdale, NJ: Erlbaum.
10. Brown, A. L., & Smiley, S. S. (1977). Recall of thematically relevant material by adolescent good and poor readers as a function of written versus oral presentation. Educational Psychology, 69 (4), 381-387.
11. Brown, A. L., & Smiley, S. S. (1978). The development of strategies for studying texts. Child Development, 49, 1076-1088.
12. Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 408-422.
13. Carbo, M. (1978). Teaching reading with talking books. The Reading Teacher, 32 (3), 267-273.
14. Chapman, J. W., & Tunmer, W. E. (1995). Students with learning difficulties. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand (pp. 181-202). Palmerston North, NZ: Dunmore Press.
15. Clay, M. M. (1967). The reading behavior of five year old children: A research report. New Zealand Journal of Educational Studies, 2, 11-31.
16. Clay, M.M. (1993). An observation survey of early literacy achievement. New Zealand: Heinemann.
17. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
18. Department of Education (1986). School journal catalogue 1965-1985. Wellington, NZ: School Publications Branch.
19. Dole, J. A., Duffy, G.C., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
20. Elley, W. B., & Croft, A. C. (1989). Assessing the difficulty of reading materials: The noun frequency method. (Rev. ed.). Wellington, NZ: NZCER.
21. Fielding, L., & Roller, C. (1992). Making difficult books accessible and easy books acceptable. The Reading Teacher, 45, 678-685.
22. Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767-787.
23. Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Learning and Verbal Behavior, 9, 12-20.
24. Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279-301.
25. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
26. Kelly, M., Moore, D. W., & Tuck, B. F. (1994). Reciprocal teaching in a regular primary school classroom. Journal of Educational Research, 88, 53-61.
27. Kibby, M. W. (1979). Passage readability affects the oral reading strategies of disabled readers. The Reading Teacher, 32, 390-396.
28. Kurtz, B. E., & Borkowski, J. G (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43, 129-148.
29. Ledercr, J. M (2000). Reciprocal teaching of social studies In inclusive elementary classrooms. Journal of Learning Disabilities, 33 (1) 91-106.
30. McGill-Franzen, A., & Allington, R. L. (1991). The gridlock of low reading achievement: Perspectives on practice and policy. Remedial and Special Education, 12, 20-30.
31. McMahon, M. L. (1983). Development of reading-while-listening skills in primary grades. Reading Research Quarterly, 19, 38-52.
32. Ministry of Education (1994). School Journal Catalogue 1978-1993. Wellington, NZ: Learning Media.
33. Moore, D. W., & O'Driscoll, M. P. (1983). Strategies for studying text; A comparison of Papua New Guinean and American research findings. Journal of Educational Psychology, 75, 460-464.
34. Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.
35. Neale, M. D. (1988). Neale Analysis of Reading Ability Revised. Hawthorn, Vic: ACER.
36. Oakhill, J., Yuill, N., & Parkin, A. (1986). On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9(2), 80-91.
37. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
38. Palincsar, A. S., & Klenk, L. (1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25, 211-225, 229.
39. Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York: Rinehart & Winston.
40. Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23, 219-235.
41. Resnick, L. (1989). Introduction. In L. Resnick (Ed.), Knowing and learning: Issues for a cognitive psychology of learning. Essays in honor of Robert Glaser (pp. 3-10). Hillsdale, NJ: Erlbaum.
42. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479-530.
43. Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177-186.
44. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
45. Stanovich, K. E. (1992). Differences in reading acquisition: Causes and consequences. Reading Forum New Zealand, 3, 3-21.
46. Tudge, J. (1990). Vygotsky: The zone of proximal development and peer collaboration: Implications for classroom practice. In L. Moll (Ed.), Vygotsky and education: Instructional implications and application of sociohistorical psychology (pp. 155-172). New York: Columbia University Press.
47. Utley, C.A., Mortweet, S. L., & Greenwood, C.R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29 (5), 1-23.
48. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.