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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 106 / 233

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  • Set the goal of reading such as finding the main idea, clarifying, and drawing a conclusion.

  • Check the reading passage. If there are questions or exercises, I will read them first and then plan to read the passage to find out the answers.

  • Planning to find the main idea of the paragraph, first predict the text from the title and then check the prediction by reading for the main idea and then for important details.

  • Predict and analyze the title by using background knowledge.

Regarding the while-reading stage, the students indicated that they planned what to do

while reading and worked to reach their plans. All of them knew that finding the main

idea was the main purpose of their reading each paragraph. Moreover, they knew that to

find the main idea, they had to ask questions about the content of the paragraph. They

asked questions related to the main point. When they had problems with key words or

references, they clarified them. Moreover, they knew how to clarify the unknown words

by using context clues and word formation. They evaluated their understanding. If they

did not understand the text, they reread it. All this means that they planned, controlled,

and evaluated themselves while they were reading a text. The following quotes are a few

examples of some of the participants’ views while they were reading the passages:

  • While reading, I planned to find out the main idea of the paragraph by using

predicting, questioning, clarifying, and summarizing.

  • While reading, I read the whole passage to find out the main idea.

  • I reread the passage if I didn’t understand it.

  • Questioning helps me to understand each paragraph and to find the main idea.

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