Yuwadee Yoosabai (2009). The Effects of Reciprocal Teaching on English Reading
Comprehension in a Thai High-School Classroom. Dissertation, Ph.D. (English).
Bangkok: Graduate School, Srinakharinwirot University. Advisor Committee:
Dr. Saengchan Hemchua, Dr. Walaiporn Chaya, Dr. U-maporn Kardkarnklai.
The purpose of this study was to investigate the effects of reciprocal teaching
modified from Palincsar and Brown’s (1984) on the English reading comprehension and
metacognitive reading strategies of 12th-grade students in a Thai high-school classroom.
The participants were purposively selected and randomly assigned into two groups: an
experimental and a control group. The experimental group was taught through reciprocal
teaching while the control group was taught through skill-based teaching. Reciprocal
teaching involves four main metacognitive reading strategies: predicting, questioning,
clarifying, and summarizing. Skill-based teaching is a reading instruction that focuses on
reading comprehension skills, vocabulary skills, sentence structure, finding the main idea
of a paragraph, finding the details and facts of a text, and explaining the grammar and
structure of a passage with the teacher’s help. The reading section of the National English
Entrance Examination 2004, a questionnaire on metacognitive reading strategies, a
Reading Think Aloud Sheet, audio-taping, and interviews were all used to collect the
data. The results indicated that reciprocal teaching had a significantly positive effect on
the English reading comprehension and usage of the four main metacognitive reading
strategies of high-school students. The posttest mean score of the experimental group was
significantly higher than that of the control group at 0.05 level. Reciprocal teaching also
enhanced the reading ability of both the proficient and less proficient students. Moreover,
the results from the questionnaire showed that the students in the experimental group