In addition, the teachers could help the students to understand the process and
procedure of reciprocal teaching by checking their understanding in their native language
(Thai) in order to make sure that they understand and know these process and procedure.
This would help students to be confident to work on their own in cooperative groups.
2. The teachers should increase their students’ responsibility by gradually
decreasing their prompts and modeling, as their role changes to facilitators. Moreover,
they need to be flexible and attentive to help each student. If the learners have problems,
the teachers should provide support and guidance to ensure success during the teaching
3. To help students while they are working in cooperative groups, the teachers
should circulate around the room and listen to the students’ interactions. If the learners
need help, they should be taught in their groups using appropriate mini-lessons.
4. For the reading texts used in a reciprocal reading course, teachers should
choose materials based on their readers’ ability, interest, and level of learning. The
students might be given a shorter passage at the beginning and, with enough practice, they
might be given a longer passage to help them feel more comfortable in their learning.
5. In order to supervise their students’ use of the four key metacognitive reading
strategies, teachers should provide them with a Reading Think Aloud Sheet, a worksheet
for readers to record the four main strategies they use while reading. Moreover, teachers
can record their students’ group interaction and dialogue while they are working. The
results from the Reading Think Aloud Sheet and audio-taping could be used to evaluate
the learners’ understanding of the reciprocal teaching procedures and to define what their
problems are. Knowing what their students can and cannot do would help the teachers
solve their reading problems. Thus, the teachers should give their students feedback,