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