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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 29 / 233

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CHAPTER II

REVIEW OF RELATED LITERATURE

This study, conducted at Watnuannordit School, Bangkok, aims at investigating

the effects of the reciprocal teaching approach on the English reading comprehension of

Thai high-school students. In order to provide background information on reciprocal

teaching, this chapter discusses the literature related to this research, and is comprised of

the following sections: a summary of the theories and models of reading, a description of

the cognitive and metacognitive strategies, an explanation of the role of metacognition in

reading and its components, a detailing of reciprocal teaching and its theoretical

framework, and an overview of the studies related to reciprocal teaching.

Theories of Reading

Reading is a skill that a reader uses to search for world knowledge, understanding

and entertainment (Chandavimol, 1998). Moreover, reading is a matter of an interaction

that involves the reader, the text, and the actual interaction between the reader and text

(Aebersold & Field, 1997; Rumelhart, 1977).

While reading, readers use their past experiences, called background knowledge.

In turn, from doing this and from the text they read, they construct new experiences and

acquire new knowledge. Readers have different schema and ways to apply their

experiences to what they read, and these differences in experiences make some readers

comprehend a text quicker and better than others.

The text itself is another factor in the reading process. There are various types of

texts, and each one has a different style of writing, organization, pattern, syntax and

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