Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties

DOI

10.2991/iciap-17.2018.21How to use a DOI?

Keywords

metacognitive strategies, reciprocal teaching, buddy, high school student

Abstract

Reading is a complicated activity that involves cognitive and metacognitive strategies. To understand a text, metacognitive strategies can be used. Metacognitive strategies can help individuals to regulate their knowledge, manipulate information, and reflect understanding, in order to capture the meaning of the text. The objective of this research is to examine whether intervention program with reciprocal teaching carried out by a buddy can improve metacognitive strategies used by the student. This research is conducted using single subject design to a high school student with reading comprehension difficulties. The program consisted of four phases i.e., preparation, baseline, treatment and evaluation. During the baseline phase, metacognitive strategies were measured. During the treatment phase, subject received learning program with reciprocal teaching and buddy reading. His metacognitive strategies were measured afterwards. The result showed that there was an improvement in the variety and type of metacognitive strategies used by subject while reading. This research cannot determine whether the reading difficulties is tackled, however, the difficulties to understand is a bit overcome.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rizki Mustika
AU  - Lucia R. M. Royanto
PY  - 2017/09
DA  - 2017/09
TI  - Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties
BT  - Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)
PB  - Atlantis Press
SP  - 245
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/iciap-17.2018.21
DO  - 10.2991/iciap-17.2018.21
ID  - Mustika2017/09
ER  -