Reciprocal Reading in Practice

Reciprocal Reading in Practice

Selecting Children

Reciprocal reading can be used throughout the school. The Fischer Family Trust states that it’s best for children who:

  • can decode, but read very slowly;
  • read quickly, but struggle with understanding;
  • don’t question new vocabulary;
  • miss details or struggle with complex sentences;
  • have limited understanding due to a deficit in vocabulary; and
  • read well, but have poor oral comprehension strategies.

If you want to use reciprocal reading as an intervention strategy, select children who have acquired decoding skills, but have poor understanding of text. Children who speak English as a second language also benefit, especially if they have a limited vocabulary and understanding of figurative language.