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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 116 / 233

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metacognitive reading strategies: Self-management, Goal Setting, Note Taking,

Inferences, Selective Attention, Summarizing, and Self-evaluation. In post-reading, the

four main reading strategies also influenced Self-evaluation and Selective Attention.

Moreover, they read the text with concentration to develop an awareness of the kind of

problems that would occur and of the way to solve them. Again, the following are some

examples of the planning that the participants mentioned (from Appendix J, Questions 1

and 7):

“Find the main idea, read roughly one time. Reread and underline the important details.”

“Circle unknown words or the sentences I don’t know.”

“Ask questions about the content of the text and clarify unknown words.”

“Use knowledge and concentrate in reading.”

“Reread when I do not understand.”

“Summarize the content of the passage.

Finally, they evaluated their planning. They checked whether the reading

strategies they used solved their reading problems or whether they needed to adapt these

strategies. Below are examples of what they said about their evaluation (from Appendix J,

Question 8):

“I checked my understanding of the content.”

“I reread the passage if I did not understand it.”

“I tried to summarize the content of the passage to see whether I comprehended the passage.

When they did not understand the text, they were aware of the problems and

sought ways to solve their comprehension breakdown. They reread the passage to clarify

some key words and summarized the content to check their understanding. Some students

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