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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 101 / 233

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experimental group, which they logged while working in groups and during two different

periods of learning: a first one, early in the training, as they were working on Reading 6

and a second one, three weeks later, on Reading 9 (see Appendix H). The qualitative

results revealed a significant improvement in the participants’ use of the four key

strategies. These results are presented below.

Predicting.

The proficient students used their background knowledge to predict the content of

the passages in the early section. For example,

The story may be about dupery or a hypocritical person or about the people that

wear many masks.

They used the meaning of the words found the title and from their own experience to

help them predict the text in the later section, which was the same as the early section.

For example,

This story may be concerned with the bees or another type of bees.

The less proficient students in the early period of learning guessed the content of the

reading texts from the topic of the passage. For example, as quoted by one of them:

The story may be about the person or the people that wear so many masks.

In the later section of learning, they had more details on the meaning of the words in

the titles.

They used their background knowledge to predict the content of the reading texts. For

example,

I think the killer bee breeds with the male bees. The male bee dies after it breeds.

At the end of each paragraph, the students in both groups predicted the next paragraph

from an analysis of the previous paragraph.

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