New Psychology Research from Tallinn University Described (Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?).

This article focuses on a study conducted by Tallinn University in Estonia examining the effects of reciprocal teaching on Grade 3 students' reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, particularly among those with learning difficulties. The study involved 301 students, including 77 with learning difficulties, and found that reciprocal teaching positively impacted reading comprehension, especially for students with learning difficulties. While reading fluency and metacognitive knowledge improved in both intervention and control groups, only the increase in metacognitive knowledge within the intervention group contributed to enhanced reading comprehension. The research highlights the importance of metacognitive knowledge and systematic practice of reading strategies in improving reading comprehension outcomes.