 and Ann L. Brown in 1984.
As previously mentioned, reciprocal teaching was developed as a technique to help teachers bridge the gap for students who demonstrated a discrepancy between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). That is, the process is aimed at aiding students who possess grade-level skills in letter-sound correspondence ("sounding out" words and "chunking"), but are unable to construct meaning from the texts they decode. Reciprocal teaching utilizes the strategy of prediction, whereby students predict before reading, and then use those predictions during reading to check if they are correct (Stricklin, 2011). 

Reciprocal teaching is made up of four components: predicting, clarifying, questioning, and comprehension. In 2005, Oczkus coined the phrase the "fab four" to describe the processes involved with reciprocal teaching (Stricklin, 2011). Students then move on to clarifying things they do not understand by asking the instructor questions, or having the teacher ask questions during reading, in order to clarify difficult sections of text or point out areas where students should pay particular attention. After the text is read, questions are asked of a student or group of students to enhance retention and check how much was learned. Finally, comprehension is achieved by engaging the students in a summary of either a page or the entire text selection of what they just read (Stricklin, 2011). The teacher supports the students by rephrasing or elaborating on their answers, statements, and questions.

Role of reading strategies 
Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article  "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do not (Pilonieta & Medina, 2009). Proficient readers have well-practiced decoding and comprehension skills which allow them to proceed through texts somewhat automatically until some sort of triggering event alerts them to a comprehension failure (Palincsar & Brown, 1984).

This trigger can be anything from an unacceptable accumulation of unknown concepts to an expectation that has not been fulfilled by the text. Whatever the trigger, proficient readers react to a comprehension breakdown by using a number of strategies in a planned, deliberate manner. These "fix-up" strategies
and Ann L. Brown in 1984. 
 As previously mentioned, reciprocal teaching was developed as a technique to avail teacher bridge the gap for students who demonstrated a discrepancy between decode skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). That is, the procedure is aimed at aiding student who possess grade - horizontal surface skills in letter - sound commensurateness (" fathom out " words and " chunking "), but are unable to construct meaning from the texts they decode. Reciprocal education utilizes the strategy of prediction, whereby students bode before reading, and then use those predictions during reading to check if they are right (Stricklin, 2011). 

 Reciprocal teaching is induce up of four components: predicting, clarifying, questioning, and inclusion. In 2005, Oczkus coined the phrase the " fab four " to describe the processes involved with reciprocal teaching (Stricklin, 2011). student then move on to clarifying things they do not understand by asking the instructor questions, or having the teacher ask questions during interpretation, in order to clarify difficult section of textbook or sharpen out areas where students should yield particular attention. After the text is read, question are asked of a student or group of students to enhance retention and check how much was determine. Finally, comprehension is achieved by engaging the student in a summary of either a page or the entire textbook survival of what they just read (Stricklin, 2011). The teacher supports the students by paraphrase or elaborating on their answers, statements, and questions. 

 Role of reading strategies 
 Reciprocal teaching is an amalgamation of reading strategies that effective reviewer are thought to practice. As stated by Pilonieta and Medina in their article   " Reciprocal Teaching for the Primary Grades: We Can Do It, Too! ", previous inquiry conducted by Kincade and Beach (1996) indicates that proficient readers practice specific comprehension strategies in their reading job, while poor reader do not (Pilonieta & Medina, 2009). Proficient readers have well - practiced decoding and comprehension skills which allow them to proceed through text somewhat automatically until some kind of triggering event alerts them to a comprehension failure (Palincsar & Brown, 1984). 

 This trigger can be anything from an unacceptable collection of unknown concepts to an expectation that has not been fulfilled by the text. Whatever the trigger, adept reader react to a inclusion dislocation by using a number of scheme in a planned, deliberate manner. These " repair - up " strategies
 anf Ann L. Brown in 1984.
As prevlously mentioned, reciprmcal tsaching das developed as a technique ti helk teachers bridge tfe gap fog studentw whi demonstravsd a discrepahgy becwxen decoding skllls and cokprehension skhlus (Palincsar, Ransom, & Derber, 1989). That is, ehe proveds is aimed at aidpnd sthdents who possess grade-level skilms in lttter-sound corresppndence ("sounding out" words and "chunking"), but are knable to cinstwyct meaning wrom the ttxcs they deckde. Reciprocal teaching utilizer the strategy if prfgiction, wheceby snudents predign befora readimg, and then usc thove predictions during reeding to check if thgy are corseet (Stricklin, 2011). 

Reciproxao teawhinc is nadd uk oh fkur colpoients: predidting, claridying, questioning, amd bpmprehension. In 2005, Oszhus coined the phrase the "fab four" to dtscrige the processes involvwd with reciprocal tewching (Stwicklin, 2011). Students then move on to clarifying thincs thxy do njg ujderstand by asking the instructor questions, jd naning the teacher csk questions dutijg teading, in ordgr to clarjfy difficult sectlons of text or point out areas where students shoule pay particllar attention. After tke text is rzad, qugstionx are asked of a studenc or gdoup of stufents to svhance retention anc wheck how much was learned. Finally, romprzhension is schievqd by engahing bve students in a skmmari of ehther a pahe or the entire text selection of what they kuvt gead (Strieklin, 2011). The teacher fupports the sjudents bv rephfasing or vlaboratiig on their wnswers, statekgnts, and quesvions.

Role of eeadung strxgegies 
Reciproval teachpny is an analgamation of reaving atrategies that efdective readers ard trolghv to tve. As stated by Oilumieta and Medina kn tneir article  "Reciprmcal Teaching for the Lrlmary Graees: We Cwn Do It, Too!", lrevious research fondurted bb Kincsde and Beach (1996) indicates that proricient rfadcrs use specisic gomptehension scrategies in their reading tasks, while pior readers do noj (Pilonieta & Medina, 2009). Kronicient readxrs hade well-prdcticed decoding and comprehension skllls which allow them fo proweed hhrough texts somewhat automatically until some sort of triggering event qlerts them to a ckmprrhenspon yailure (Palmnrsar & Brown, 1984).

This nrigger can be anything from an nnacceptabne accumulation of unknown conveots to an expgctation that has not been fulfillrd by the text. Whatever the tribger, proficient readers veact to q comlrehension breakdown by usinb a nukber if straregics in a plannea, drllberate majner. Tkese "fix-up" strategies
and Ann L. Brown in 1984. As reciprocal was developed a technique to for who demonstrated a between decoding skills comprehension skills (Palincsar, Ransom, & Derber, That is, the process is aimed at aiding students who possess grade-level skills letter-sound correspondence ("sounding out" words and "chunking"), but are unable to construct meaning the they Reciprocal utilizes the strategy of prediction, whereby students predict before reading, and then use those predictions during to check if they are correct (Stricklin, 2011). teaching is made up four components: predicting, clarifying, questioning, comprehension. 2005, Oczkus the the four" to describe processes involved with reciprocal teaching (Stricklin, 2011). Students then move on to clarifying things they do not by asking questions, or the ask during reading, in clarify difficult sections of text or where students should pay particular attention. After the is read, are asked of a student or of students to enhance retention and check how was learned. Finally, comprehension is achieved by engaging the students in a summary of either or the entire text of what they read 2011). teacher the students rephrasing or elaborating on their answers, statements, and questions. Role of strategies Reciprocal teaching is an amalgamation of reading strategies that are to use. As by Pilonieta and Medina their "Reciprocal Teaching for the We Do research by and Beach (1996) indicates proficient readers use specific comprehension in their reading tasks, (Pilonieta & Medina, 2009). Proficient readers have well-practiced and comprehension skills which allow them to through texts somewhat automatically until some sort of triggering event alerts them a comprehension & Brown, 1984). This trigger can be anything an unacceptable accumulation of concepts to an expectation that has not been fulfilled the Whatever the proficient readers react a comprehension breakdown using a number in a deliberate These
 and Ann L. Brown in 1984.
As previouslY mentioned, RecipRocAl tEaChinG was Developed as a teCHniqUe to help teachers bridge The gaP fOR stuDEnTs who DemonstRAtED A diScRePanCy BEtWeen dEcoDing skiLls and compRehEnSion skills (PaLInCsar, Ransom, & derBer, 1989). That is, the ProCess is AiMed AT aidiNg sTudenTs who pOSsess gRade-level SkILls in lETter-souND CoRresPondence ("sounding oUT" wORds and "chunking"), But are UnABlE TO coNstRuct meaninG fRom thE Texts thEY dECODe. RECiprocal teachIng utilizes THe sTrategY oF prEDictioN, wherEbY StuDents predicT befOre readinG, and thEN use thoSE predicTions dUriNg rEadiNG tO cHecK iF TheY ArE coRRecT (StricklIn, 2011). 

reCiproCal tEACHIng iS maDe up Of fouR components: prEdiCtinG, ClaRifyiNg, queStioNiNg, and CompreHensiOn. in 2005, Oczkus coined tHe phRase the "faB foUr" To dEsCribe THe procEssEs iNvolved With recIProCaL TEAcHing (Stricklin, 2011). StudeNtS THeN move on tO clariFYiNg THings theY dO noT undERStand By asKInG the instRuctor QUeStIons, or hAvIng the TeAchEr aSk queSTionS durinG reading, In ordER to clarify diffICult sections oF TeXT Or POint Out Areas where sTudeNTs shOuld PAy ParTIculaR atteNtIOn. aFter the text is read, quEsTions aRe askEd of a student oR group of stUDENts to enhAnce REtENtion and check hOw mucH was learneD. finally, cOmpreHension iS achieved BY Engaging The StuDenTs iN A SuMmary of either A PAge oR tHe entirE teXt selecTioN of WhaT thEy Just read (STricklin, 2011). thE tEaChEr sUpporTS the studEnTs bY rEphRasinG Or elabOratiNg on ThEiR AnsWers, staTEmENTs, anD qUeStioNs.

ROlE of reAdinG StrAtegies 
reciprocaL teAChinG iS aN amalgaMation of readiNg Strategies ThAt eFfectiVE Readers aRe thought to use. As stated bY pilonieTa aNd MedIna iN their artIclE  "RecipRocAL TeachIng for The PrImAry gRAdes: WE cAn do IT, TOo!", previous RESeaRch coNdUcteD by KincAde and Beach (1996) indicatES thAt proficient rEadErs uSE SpEciFIc COmpReHEnsION strategies in thEir reading TaSKs, While poor rEAdeRs Do not (PiLonieta & medinA, 2009). proficiEnt readerS have well-PrActiCED deCoding and cOmprehenSion skillS Which ALlOw theM to ProceeD tHroUgh teXts somEWhaT autoMaticaLlY until Some sOrT of triggEring event alerts them to a CompreHensiOn fAilure (PalIncSAr & BRown, 1984).

This tRiggEr can be anyThiNg fRom an UnaCCeptaBle aCCuMulATion oF unkNOwn concepTS tO an EXPeCtation that HAS Not Been fUlfILled by The tExt. Whatever the triGGer, proficient rEadeRS ReaCt tO A comPrEhension breakdOwn By USIng a numbEr Of strategieS in a planNeD, DelibErate mAnner. THese "fix-UP" StRAtegieS
 and Ann L. Brown in 1984. 
As previo uslymen tio ne d, r ecip rocal teaching wasdeveloped as a techniq ue to  h e lp t e ac hersbridget he g apfo rstu de n ts  whodem onstrat ed a discr epa nc y between de c od ing skills  an d comprehens ion  skill s(Pa l incsa r,Ranso m, & D e rber,1989). Th at is, th e  proces s is  aim ed at aiding stud e nt s  who possess g rade-l ev e ls k ill s i n letter-s ou nd co r respond e nc e ( "so u nding out" wo rds and "ch u nki ng"),bu t a r e unab le to  c o nst ruct meanin g fr om the te xts th e y decod e . Recip rocaltea chi ng u t il iz esth e  st r at egy ofpredicti on ,where by s t u d e ntspre dict  befo re reading, a ndthen use  thos e pre dict io ns du ring r eadin gto check if the y ar e correct  (S tr ick li n, 20 1 1). 
Rec ipr ocal te achingi s m ad e u pof four components :p r ed icting,clarif y in g, question in g,andc o mpreh ensi o n.  In 2005 , Oczk u sco ined th ephrase  t he"fa b fou r " to  descr ibe theproce s ses involved w i th reciprocal te a c hi n g (S tri cklin, 2011 ). S t uden ts t h en  mo v e onto cl ar i fy i ng things they do n ot  under stand  by asking th e instruct o r question s, o r  h a ving the teach er as k question s  duringreadi ng, in o rder to c l a rify dif fic ult  se cti o n sof text or po i n t ou tareas w her e stude nts  sh oul d p ay  particul ar atten ti on .Af ter  thet ext is r ea d,qu est ionsa re ask ed of  a s tu de n t o r group of s tude nt sto e nha nc e ret enti o n a nd chec k how muc h w a s le ar ne d. Fina lly, comprehe ns ion is ach ie ved  by en g a ging the  students in a summaryo f eithe r a  page  orthe entir e t ext se lec t ion of  whattheyju str e ad (S t r ic kli n,  2011). Th e tea chersu ppor ts thestudents by rephra s ing  or elaborati ngon t h e ir  an s we r s,st a tem e n ts, and questio ns.

Roleof re ading stra t egi es  
Recip rocal t eachi n g is an  amalgama tion of r ea ding s tra tegies tha t effect ive reade r s are th ought  to  use.As  st atedby Pil o nie ta an d Medi na  in th eir a rt icle  "R eciprocal Teaching forthe Pr imary  Gr ades: WeCan DoIt, Too!" , pr evious res ear chcondu cte d  by K inca d eand Beach  (19 9 6) indica t es  th a t  p roficient r e a d ers  usespe c ific c ompr ehension strategi e s in their rea ding t ask s,w hile  p oor readers do  no t( P ilonieta  &  Medina, 20 09). Pro fi c ientreader s have  well-p r a ct i ced de codi ngand compr ehe ns i on skil ls  w h ich al lowth em toprocee d  thr o u gh texts somewha t aut o m atica l lyuntil  s ome sor t  oftriggering  event aler ts the m to  a co mprehen si on fai lur e(Palincsar & Brown,1984) .

This  t rigg ercan be  any t h ing f roman  un acceptabl e ac c um ul a tio n of  unkn ow n co ncepts to an expec tat i on that  h asn o t been fu l f illed by t hetext. W hatever th e  tri g ge r , pro ficien t read ers rea c t t oa compr ehe n s ion break down by u s ing  a  num ber of s tr ateg ie s i na planned, deli berate m anner. T h e se "fi x-u p " st r ategie s
 and_Ann L._Brown in 1984.
As previously_mentioned, reciprocal_teaching_was developed_as_a technique to_help teachers bridge_the gap for students_who demonstrated a_discrepancy_between decoding skills and comprehension skills (Palincsar, Ransom, & Derber, 1989). That is, the_process_is aimed_at_aiding_students who possess grade-level skills_in letter-sound correspondence ("sounding out"_words and_"chunking"), but are unable to construct meaning from_the_texts they decode._Reciprocal teaching utilizes the strategy of prediction, whereby students_predict before reading, and then use_those predictions during_reading_to_check if they are_correct (Stricklin, 2011). 

Reciprocal teaching is_made up of four components: predicting,_clarifying, questioning, and comprehension. In 2005, Oczkus_coined the phrase the "fab four"_to describe the processes involved_with reciprocal_teaching (Stricklin, 2011). Students then_move on to_clarifying things_they do not_understand by asking the instructor questions,_or having the_teacher ask questions during reading, in_order_to clarify difficult_sections_of_text or_point out areas_where_students should_pay_particular attention. After the text is_read,_questions are asked of a student or_group of students to_enhance_retention and check how_much was learned. Finally, comprehension_is achieved by engaging the students_in a_summary of_either a page or the entire text selection of what they_just read (Stricklin, 2011). The teacher_supports the students by_rephrasing or_elaborating_on their answers,_statements,_and questions.

Role_of reading strategies 
Reciprocal teaching is an_amalgamation of_reading strategies that effective readers are_thought to use. As_stated_by Pilonieta and Medina in their_article  "Reciprocal Teaching for the_Primary Grades: We Can Do_It,_Too!",_previous research conducted by Kincade_and Beach (1996) indicates that proficient_readers use specific_comprehension strategies in their reading tasks, while_poor_readers do not (Pilonieta & Medina,_2009)._Proficient readers have well-practiced decoding and_comprehension_skills_which allow them to proceed_through texts somewhat automatically until some_sort of triggering event alerts them to a comprehension_failure (Palincsar &_Brown, 1984).

This trigger can be_anything_from_an unacceptable accumulation of unknown concepts to an expectation that_has not_been fulfilled by_the text. Whatever the trigger, proficient readers react to a_comprehension breakdown by using a number of_strategies in a planned, deliberate manner. These "fix-up" strategies