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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 112 / 233

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In this study, the participants were trained to employ the four key strategies and to

know what strategies to use, and when, why, and how to use each of them. They learned

to predict, to generate questions, to identify the main idea of a paragraph, to clarify

unclear words, phrases, or sentences, and to summarize their reading. The four key

strategies helped them overcome difficulties when reading texts as they planned and

monitored their comprehension, and evaluated their planning and its outcome. For these

reasons, it can be concluded that the participants in the reciprocal teaching group

benefited from practicing all four main strategies and their processes. Therefore,

reciprocal teaching is a kind of reading instruction that facilitates the teaching of English

reading comprehension.

This finding is in accordance with studies from Clark (2003), Cotterall (1990),

Palincsar and Brown (1984), Rattanakul (1998), Smith (1998), Song (1998),

Soonthornmanee (2002), and Wisaijorn (2003) at various levels of learning, from primary

schooling to university, and with their investigation of the use of reciprocal teaching in

training students in reading. They all found that reciprocal teaching improved students’

reading comprehension.

The effects of reciprocal teaching on the English reading ability of the

proficient and less proficient students.

The finding suggests that reciprocal teaching enhanced both the proficient and less

proficient students of the experimental group. Indeed, both types of students gained

significantly higher scores in reading comprehension after receiving instruction through

reciprocal teaching.

Concerning the present study, the proficient students in the reciprocal teaching

group also knew how to monitor their comprehension. However, they needed explicit

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