meaning, identifying unknown information as learning opportunities, and becoming more independent readers as students became more familiar with the FAB four. As the process of reciprocal teaching is used and the FAB four rule was implemented, young readers discovered the ability to work together and with the teacher to further their knowledge to process textual information by promoting the use of instructional strategies that support reading development in literature discussion groups.
Kimbell-Lopez, K. (2003). Just think of the possibilities: Formats for reading instruction
in the elementary classroom. Reading Online, 6(6), 1-23
Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge
acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor
of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
Rodli, M. & Prastyo, H. (2017). Applying reciprocal method in teaching reading. Studies in
Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading
Lauren Floyd received a Bachelor of Science in Education - Elementary Education from Missouri State University in December 2020. She is currently pursuing her Masters of Science Degree in Education - Literacy at Missouri State University. As a struggling reader throughout elementary school, Floyd aspires to assist and motivate other struggling readers.
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