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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 11 / 233

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1 INTRODUCTION……………………………………………………... Background of the study……………………………………………… Conceptualization of the Reading Process and Reading Strategies…... Reciprocal Teaching and its Theoretical Framework………………… Related Research on Reciprocal Teaching……………………………. Statement of the Problem……………………………………………... Purposes of the Study…………………………………………………. Research Questions…………………………………………………… Significance of the Study……………………………………………... Scope of the Study…………………………………………………….. Definition of Terms……………………………………………………

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2 REVIEW OF RELATED LITERATURE…………………………… Theory of Reading…………………………………………………….. Models of the Reading Process……………………………………...... Language Learning Strategies……………………………………........ Cognitive and Metacognitive Strategies and Reading Comprehension………………………………………………......... Metacognition and its Components…………………………............. Role of Metacognition in Reading………………………………….. Reciprocal Teaching…… Definition of Reciprocal Teaching………………………………….. Reciprocal Teaching and Reading Comprehension………………… Reciprocal Teaching and its Theoretical Framework………………. Three Features of Reciprocal Teaching…………………………….. Studies Related to Reciprocal Teaching……………………………… Palincsar and Brown’s Research…………………………………..... Reciprocal Teaching in First Language (L1) Context……………..... Reciprocal Teaching in ESL and EFL Context………………….......

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3 RESEARCH METHODOLOGY……………………………………. Research Design………………………………………………............ Context of the study………………………………………………….. Target Population ………………………………………………..... Participants……………………………………………………......... Sampling Procedure……………………………………………....... Confidentiality of the Participants and of their Responses………… Research Procedures……………………………………………........ Research Instrumentation………………………………………….. The Construct of the Research Instruments………………………... Lesson Plans and Teaching Materials…………………………........ Teaching Procedures…………………………………………..........

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