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Reciprocal Teaching Strategy and Reading Comprehension in Students with Disabilities: A Third Grade Study |
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PP: 625-636 |
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Author(s) |
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Asma I. Alharbi,
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Abstract |
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| In this study, we discussed the effectiveness of the reciprocal teaching strategy in developing reading comprehension among a sample of third-grade students with reading-learning disabilities. The strategy was applied to three female students who struggled with reading comprehension. Multiple baselines were used to measure progress and intervention effectiveness. The results showed significant improvement in the students verbal responses to reading comprehension questions, increased participation in the classroom, and improved motivation. These positive outcomes were attributed to the implementation of the reciprocal teaching strategy and successful intervention using baseline designs.
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