The effectiveness of reciprocal reading as an intervention for underachieving children

Abstract

The purpose of this study was to focus on the area of reciprocal reading which aims to improve reading comprehension through the use of four reading strategies: predicting, questioning, clarifying and summarising. The author researched the effectiveness of reciprocal reading as an intervention strategy on pupils who were identified by the class teacher as underachieving. A six week intervention programme using reciprocal reading was implemented in an attempt to impact on pupil’s comprehension and engagement with text. The findings explore the effectiveness of the intervention programme.