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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 104 / 233

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In summary, the qualitative data collected from the Reading Think Aloud Sheet

showed significant improvement of the proficient and less proficient participants’ use of

the four key strategies.

Interview Results

The finding from the interviews supports the results of the statistical analysis.

Four main Metacognitive Reading Strategies

Proficient Students

Less Proficient Students

Prediction

Analyze the title of the text and use background knowledge to guess about the text. First, look at the title to guess what the text is about.

Predict the text from the title

Before reading, I will predict what the text will be about from the title.

Table 10 Examples of Answers to the Interview Questions of Two Proficient and Two

Less Proficient Students

Less Proficient Students

Four main Metacognitive Reading Strategies

Proficient Students

I use word formation such as root, prefix, suffix, and part of speech to help me clarify the unknown words.

Knowing the meaning of the words helps me to understand the text. I guess the meaning of unknown words from context clues or my background knowledge.

The more we know the meaning of words, the more we comprehend the passage. I clarify the words or references from the sentences or context clues.

Clarifying helps me understand the passage. I guess the meaning of the words from the words I know and I sometimes look at a sentence structure to see the relation of the sentence to the unknown words.

Clarifying

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