students to improve their cognitive, metacognitive, and affective strategies. Social
interaction improves the students’ ability to resolve comprehension difficulties, improves
their higher thinking or metacognition, and increases their motivation. Finally, students
create new knowledge from what they internalize in order to reach a higher development
of their potential (Stevens, Slavin & Farnish, 1991).
In brief, through scaffolding and explicit instruction, reciprocal teaching provides
four key reading strategies for students to comprehend a text better. These strategies
encourage students to be actively and consciously involved with a text. Moreover, the
expert-novice interaction between the teacher and the student or between peer and peer
helps the students to regulate their own rules. This gradually assists them in their
becoming independents readers. The following figure is the summary of the reciprocal
teaching theoretical framework (Malock, 2002).