Date of Award


Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)



First Advisor

Donna Patterson

Second Advisor

Rachel Lloyd

Third Advisor

Michelle Regan


This paper investigates comprehension strategy instruction in secondary classrooms. National Assessment of Educational Progress (NAEP) 2015 report indicates many high school students are not prepared for the reading demands of college and career texts. Research suggests explicit teaching of comprehension strategies increases reading achievement, yet few high school teachers incorporate strategy instruction with current teaching practices due to perceived time constraints, quantity of standards to be covered, and lack of training. The author of this paper proposes Reciprocal Teaching (RT) created by Palincsar and Brown (1984) can be implemented in traditional high school English language arts classrooms as a way to increase comprehension of complex texts. Professional development on RT framework may remove barriers to strategy instruction while increasing reading achievement for high school students.


SC 11.MAE.2016.Romo.K