Text comprehension training for disabled readers: an evaluation of reciprocal teaching and text analysis training programs.

We are particularly grateful to Dr. Annemarie Sullivan Palincsar for her helpful advice and generosity in sharing materials, procedures, and sample dialogues for use in the version of Reciprocal Teaching used in the present study. This research was supported by an operating grant to the first author from the Ontario Mental Health Foundation. We gratefully acknowledge the contributions of Janet Hinchley and Karen Steinbach in assisting with data collection and Nancy Benson, Carolyn Kroeber, and Karen Steinbach in assisting with data analysis. We thank Sheila Wroblewski and Rosemary Slyne for their contributions in program development and lesson planning. We are grateful to the Principals and staff of Winona and Jesse Ketchem Schools and the Toronto Board of Education for providing satellite locations and support for our programs. The enthusiasm and efforts of the 46 students enrolled in the present programs, and the cooperation and interest of their parents and teachers, are particularly acknowledged.