students from two classes at Watnuannordit School who were randomly assigned into two
groups: an experimental group and a control group.
A model of reciprocal teaching for reading instruction was constructed to
investigate its effects on the participants’ reading comprehension. Before the actual
implementation of this reciprocal teaching model, the reading section of the National
English Entrance Examination 2004 was used as a reading pretest and administered to the
participants of both groups to examine their English reading proficiency.
Following this, the experimental group was instructed to read through reciprocal
teaching, while the control group was taught by skill-based teaching. The researcher
instructed the students of both groups for 14 weeks. During this period, the qualitative
data, the transcriptions of dialogues between the teacher and the participants and the
participants and their peers, were collected through a Reading Think Aloud Sheet.
After reciprocal teaching, a posttest – the reading section of the National English
Entrance Examination 2004 – was administered to both groups to investigate whether the
participants had improved their reading comprehension and to investigate whether
reciprocal instruction enhanced the proficient and less proficient students’ reading ability.
To investigate the metacognitive reading strategies the participants in the
experimental group used before and after reciprocal teaching, a Reading Strategies
Questionnaire was administered to them prior to and after receiving instruction on
reciprocal teaching. Also, all the participants in the experimental group were interviewed
after completing the questionnaires. The data obtained from the participants’ self-report in
the Reading Strategies Questionnaire were then triangulated with the data found in the
retrospective interviews. All the data obtained from the above-mentioned research
instruments were analyzed both quantitatively and qualitatively in relation to the research