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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 102 / 233

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In conclusion, the less proficient students improved their predicting strategy more

than the proficient ones did. The less proficient students used only their background

knowledge in the early section to predict the content of the texts. Then in the later section,

they improved it by using the form of the words found in the title as well as using their

schemata. However, the proficient students already used both word forms and their

background to help them predict the content of the passages in the early stage. Therefore,

there was not much difference between these two stages.

Questioning.

In the early section (Reading 6), the proficient students asked questions that

focused on the main idea and asked more than one question per paragraph. For example,

What personality do most people have? How many personalities do people have?

Similar to the early section, they asked more than one question in the later section and

they were also focused on the main idea. For example,

What are the similarities and differences between the killer bees and the honey

bees?

What people should do to protect themselves from the killer bees?

On the other hand, the less proficient students asked only one question per paragraph.

In addition, the question did not focus on the main idea of a paragraph. For example,

What do most people have?

In the later section, their questions were mostly on the main idea of the paragraph.

They also asked more questions than in the early section. For example,

Why do scientists breed bees? What is an accident?

In conclusion, the proficient students already asked more than one questions focusing

on the main idea in the early stage. They only improved on the number of questions

(asked more questions) in the later stage. In contrast, in the early stage, the less proficient

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