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"Instruction in comprehension can help students understand what they read, remember what they read, and communicate with others about what they read." (Put Reading First Booklet)

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Students use reading comprehension strategies flexibly because they are needed in reading literature.

Example: Reciprocal Teaching, which is an example of multi-strategy instruction, is when the teachers and students work collectively to learn the 4 comprehension strategies.
• asking questions about the text they are reading;
• summarizing parts of the text;
• clarifying words and sentences they don’t understand; and
• predicting what might occur next in the text.

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Content areas:
​Reading: While doing a reciprocal teaching lesson, the teacher should model the strategy at first to show student what they are supposed to be doing. She she choose a topic and assign groups. Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. At the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading.The Questioner will then pose questions about the selection, ​The Clarifier will address confusing parts and attempt to answer the questions that were just posed. The Predictor can offer predictions about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be. Then they will rptate and leep going into reading is done.

Mathematics: When teaching a new math concept, the teacher can use this strategy to help student understand the a certain problem and how to solve a certain type of the problem. For example students can look at one question and the predictor can predict how to solve, the answer, or the steps. The questioner can ask question such as what manipulative are we going to use, what strategy will we use to solve, how will we justify, why do you think this is the answer, and other questions like those. The Clarifier will address confusing parts and attempt to answer the questions that were just posed.The summarize will justify the answer and explain the process to get the answer.

Science: Teachers can use this strategy to discuss the scientific method, experiments, or most topic. If using this strategy for an experiment the predictor will predict the outcome (make a hypothesis). The questioner can ask question such as what how did we measure that, how much did we add, why did we do that, etc. The Clarifier will address confusing parts and attempt to answer the questions that were asked by the questioner.The summarize will justify the answer and explain the process to get the answer at the end of the experiment. In this example student would have the same job the whole lesson and would switch next time they did an experiment.

Social Studies: A teacher can use this process for reading about history topic as well as when discussing different cultures, places, and historical times. For example if students are learning about a new topic, such as the civil war the predictor can predict the outcomes of the war. The questioner can ask question that need to be answered, such as who was in the war, where was it, what was the outcome, etc. The Clarifier will address confusing parts and attempt to answer the questions.He or she might do this by using the internet, textbook, or other references and resources. The summarize will justify and explain the answer and what they found.

An Introduction to Reciprocal Teaching. [Web video]. Retrieved from https://www.youtube.com/watch?v=IILNsq964lIBoston, MA: Allyn & Bacon. 2nd Edition. Boston: A and B.
Colestock, J., (2013). Making content comprehensible for Elementary

Echevarría, J., Vogt, M. E., & Short, D. (2013). English language learners: The SIOP model.

Gunning, T. G. (2012). Creating literacy instruction for all children in grades pre-K to 4.

Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.

Miller, M., & Veatch, N. (2011). Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12. Pearson.

Reciprocal Teaching (2015). Reading Rockets. Retrieved from http://www.readingrockets.org/strategies/shared_reading

Reciprocal Teaching (n.d) [graphic with 4 stages]. Retrieved from http://branch-project3.wikispaces.com/Reciprocal+Teaching

Reciprocal Teaching worksheet (n.d). [Worksheet example]. Reteieved from https://www.smore.com/ntkve-kaizen-1-better-every-day

Students Take Charge: Reciprocal Teaching (2014). Reading Rockets. [Web video]. Retieved from https://www.youtube.com/watch?v=My68SDGeTHI

Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice (2nd ed.). Philadelphia: Caslon Pub.

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Definition/Description : Reciprocal teaching is a strategy that allows the students to become the teachers in a small group. How it works is students are places into groups of four usually, or...

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Reading Strategies for Struggling Middle School

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Powerful Method for Teaching Reading to Classroom of Students

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Games for Students to Help Build Comprehension : Teaching With Games

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Subscribe Now: http://www.youtube.com/subscription_center?add_user=Ehow Watch More: http://www.youtube.com/Ehow Certain games are great for helping your students build upon their existing reading comprehension. Find out about games for students to help build comprehension with help from an experienced teacher in this free video clip.