Primary reviewed work · review
Reciprocal Teaching: A Review of the Research
published review of 16 studies
doi.org/10.3102/00346543064004479 · checked record
Review state: journal abstract checked; full journal text not read
S0362 · rosenshine_meister_1994_reciprocal_teaching · reviewed version family; occurrence membership machine-normalized
Reciprocal Teaching: A Review of the Research
Reviewed source identity
Reciprocal Teaching: A Review of the Research · version family
Review authority: Codex multi-agent D1-D2 primary-source audit; not human-signed
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
Related family member · technical report
Reciprocal Teaching: A Review of 19 Experimental Studies
earlier 19-study technical report; full substantive text and tables read for Dossier 1
Review state: full text read
Identity boundary still open
- The 1993 report reviews 19 studies and the 1994 journal article reviews 16. Their exact study-level revision crosswalk has not been checked, so claims derived from the report must not be attributed automatically to the journal article.
Used in Dossier 1
Rosenshine and Meister 1994 · supports measurement caveat A7, does not establish dose plateau A7
Role
strategy intervention review
Access / review
full authoritative technical report plus journal abstract; primary equivalent read — Full 1993 author technical report reviewing 19 studies, including effect-size and session tables; 1994 journal abstract reviewing 16 studies
Independence for this use
primary independent
No dossier-specific basis recorded.
Can establish
Reciprocal-teaching results were strongly measurement-sensitive, and a study-level comparison covering six to 100 sessions found no association between more sessions and statistically significant results.
Cannot establish
A causal within-program dose plateau at six or ten sessions, that ten sessions equal fifty under controlled conditions, or knowledge's superior return per hour.
Open limitation: The full 1994 journal article was not read and its study pool differs from the 19-study technical report; the session analysis compares heterogeneous studies and significance categories rather than experimentally manipulating dose.
Bears on
Canonical propositions this source was matched as evidence for.
How Hirsch uses it
Attribution and appraisal: the descriptions and warrants below reconstruct Hirsch’s use of this source. His saturation claims are preserved as testimony; the reviewed evidence does not establish a causal dose plateau. Read the correction and its consequences or inspect the allocation inference.
Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
2016 · Why Knowledge Matters
Metastudies on the plateau effect of reading strategy instruction.
direct Students show an initial positive effect from practicing main-idea finding, but their progress quickly reaches a limit and halts.
Warrant (implicit): The existence of a plateau effect in a specific instructional technique indicates that the technique targets a finite skill rather than a generative, foundational capacity.
could fail ifThe plateau might be a result of the instructional methods reaching a pedagogical ceiling rather than a limitation inherent to the skill of comprehension itself.
Research on reciprocal teaching showing that the small boost from 'main-idea' practice is a one-time orientation rather than a scalable skill.
direct Studying question-relevant subject matter is more effective for reading performance than practicing finding the main idea.
Warrant (implicit): Instruction that focuses on specific subject matter provides greater long-term utility for comprehension than instruction in abstract reading strategies.
could fail ifThe small boost from strategy instruction might be a necessary threshold for students to access the subject matter in the first place.
Endnote numbers seen
Raw book:chapter:endnote references collected during endnote backfill.
wkm:1:8wkm:6:7
Raw source_reference strings seen
As they appeared before normalization/consolidation into this source identity.
Rosenshine and Meister, 'Reciprocal Teaching', 1994; Willingham and Lovette, 2014Rosenshine and Meister, 'Reciprocal Teaching: A Review of the Research' (1994)