Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching

By Nadine Spörer, J. C. Brunstein, U. Kieschke. 2009

308 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/21805378113bd066dbd093a85113dcabbb1c4d3e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nell K. Duke
2. P. David Pearson
3. Stephanie L. Strachan
4. R. Slavin
5. Alison K. Billman
6. Alan C. K. Cheung
7. Van-Dat Tran
8. Cynthia Lake

In Education

1. Stephanie L. Strachan
2. P. David Pearson
3. Nell K. Duke
4. R. Slavin
5. Alison K. Billman
6. Cynthia Lake
7. Alan C. K. Cheung
8. Van-Dat Tran

Citations in the corpus

• Cooperative learning in elementary schools† (2015, background): “Studies of Reciprocal Teaching, in which students learn to formulate questions for each other, have generally supported its positive effects on student achievement (O’Donnell 2000; Palincsar, Brown, and Martin 1987; Rosenshine and Meister 1994; Sporer, Brunstein, and Kieschke 2009).”
• Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “…that teaching students comprehension routines that include developing facility with a repertoire of strategies from which to draw during independent reading tasks can lead to increased understanding (e.g., Brown, 2008; Guthrie, Wigfield, Barbosa, et al., 2004; Spörer, Brunstein, & Kieschke, 2009).”