that reciprocal teaching had a significant positive impact on oral language proficiency and
Smith (1998) investigated the efficacy of reciprocal teaching by replicating the
Lysynchuk, Pressley, and Vye‘s study (1989). Fifty-four ESL students in a junior
secondary school (9th grade) in Ghana, West Africa, participated in the 20 sessions of
reading. The experimental group received reciprocal teaching whereas the students in the
control group received no training. The two groups practiced with the same materials. The
results of the study indicated that on the reading comprehension part of the Ghana Junior
Secondary School Certificate Examination the students in the training group performed
significantly better than the ones in the control group. Moreover, they gained the same
results eight week after the training. The students at all levels of reading ability benefited
from reciprocal teaching. Finally, they performed better in generalizing the use of the four
main strategies in a social studies class.
Konpan (2006) compared the reciprocal teaching approach with the communicating
language teaching technique on 12th-grade students’ reading comprehension in Thailand.
The results of this study revealed that the English reading comprehension of the group who
was taught with the reciprocal teaching technique was significantly different, that is, it was
higher than the one of the group instructed through the communicative language teaching
technique at 0.05 level.