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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 100 / 233

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process and reading steps. Reciprocal teaching also enhanced the English reading ability

of both the proficient and less proficient students in the reciprocal teaching group. In

addition, it was found that after the instruction, the students in the reciprocal group

obtained significantly higher posttest mean scores than the students in the skill-based

group did.

Qualitative Results

During instruction, the students in the experimental group, which were taught

through reciprocal teaching, recorded on the Reading Think Aloud Sheet the way they

applied the four main strategies. In addition, audio-taping was used to record the

interaction between the student leader and the other members of each cooperative group.

At the end of the instruction, ten students from the experimental group, five

proficient readers and five less proficient readers, were interviewed.

The qualitative data was collected through the Reading Think Aloud Sheet,

dialogues, and interviews. The results from this data supported the quantitative data

collected from the pretest and posttest scores of the English reading comprehension part

of the National English Entrance Examination 2004. Moreover, the results from the

qualitative data gave support to the fact that reciprocal teaching enhanced the proficient

and less proficient students’ reading comprehension, and increased their use of the

metacognitive reading strategies in the English texts from the Reading Strategies

Questionnaire.

The Written Record from the Reading Think Aloud Sheet

In this study, the participants recorded how they used the four key strategies to

complete their reading task. This qualitative data consisted of the information found on

the Reading Think Aloud Sheets of the proficient and less proficient students of the

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