reading and guides them towards identifying the most important information; b) it
requires them to construct answers as they read (Andre and Anderson, 1979). Asking
questions on the content of a paragraph is a means of enhancing reading comprehension.
In other words, it helps readers to identify the key elements of a text.
In this study, the students in the reciprocal teaching group created and answered
questions while reading. According to what has been said during the interviews, the
participants realized that “questioning helps me understand the content of the text.” (from
Appendix J, Question 5). In another example from the Reading Think Aloud Sheet (see
Appendix H), it can be seen that the participants improved their asking questions. This is
confirmed from the transcripts of the audio-taping in which it can be noticed that they
asked more questions focusing on the main idea (see Appendix I).
In conclusion, questioning is a metacognitive strategy that helped the participants
in the experimental group to plan their reading. It also helped them to self-monitor their
asking questions: if they were not able to give clear answers to clear questions, they
reread the information and clarified their understanding. As a result, questioning involved
them in more active comprehension.
Clarifying is a metacognitive strategy which critically evaluates a text by focusing
on key terms and ideas (King & Johnson, 1999). When comprehension breaks down,
readers may reread or move ahead in the text in order to find ways to clarify any
ambiguous information. Clarifying requires the readers to identify the parts of a text that
are clear. It also activates comprehension monitoring, which helps them eliminate reading
obstacles by rereading, using context clues or word formation, consulting the teacher or
peers, and using dictionaries.