An Intervention Study in Grade 3 Based Upon Reciprocal Teaching

This article reports the results of a twelve-week i ntervention study in which 30 students in the third grade in a socially disadvantaged neighbourhood received training in a reciprocal teaching reading programme twice a week. Previously, (a) no study of the effects of reciprocal teaching had been conducted in a Swedish context under the conditions of larger groups in grade 3 or (b) in a socially disad vantaged neighbourhood. In the present study, the s tudents were instructed in ‘text talk’ in large groups, with 15 participants in each group. Each session lasted 15 to 20 minutes. Some text talks were video recorded. The video reco rdings were analysed qualitatively. The students’ r eading comprehension was tested before the intervention, i mmediately after completing the intervention, and t hree months after completing the intervention. The results pres ented suggest that the students’ reading comprehens ion significantly increased. In the conclusion, the stu dy indicates that reciprocal teaching had a positiv e effect on students in grade 3 in a Swedish context; however, uncontrol led intervening variables cannot be ruled out.