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/).
Cite this article
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 -