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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 13 / 233

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LIST OF TABLES

Table

1 Description of the Metacognitive Strategies and the Number of Items in the Reading Strategies Questionnaire…………………….. 2 Sammary of Elements of Reciprocal Teaching and Skill-based Teaching in this Study…………………………………………………. 3 Reading Comprehension Mean Scores and Standard Deviations (SD) of the Participants in the Reciprocal Teaching Group…………………. 4 Comprehension Mean Scores and Standard Deviations of the Proficient and Less Proficient Students………………………… 5 Reading Comprehension Mean Scores and Standard Deviations (SD) of the Proficient Readers in the Reciprocal and Skill–Based Teaching Groups…………………………………………………………………. 6 The Comparison of the Metacognitive Reading Strategies Students Employed before and after Reciprocal Teaching ……………………... 7 Mean, Standard Deviation, and Level of Use of Metacognitive StrategiesEmployed Before and After the Instruction of Reciprocal Teaching……………………………………………………………….. 8 Comparison of the Metacognitive Processes the Students Employed Before and After Reciprocal Teaching………………………………… 9 Comparison of the Metacognitive Strategies the Students Employed in Each Reading Step before and after Reciprocal Teaching……………………………………………………………….. 10 The examples the answers form interview questions of two proficient students and. two less proficient students……………...

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