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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 64 / 233

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Sampling Procedure

At the time of the study, the school counted five classes of Reading for Further

Study (ENG 40201). The students in these five classes received a pretest formed of the

reading part of the National English Entrance Examination and two classes were

purposively selected as the experimental and the control groups according to the

similarity of their mean scores. Therefore, before receiving the instruction the English

reading proficiency of the participants in both groups was similar. From these two

classes, one was randomly selected as an experimental group, and the other as a control

group. The experimental group consisted of 30 students and 36 students formed the

control group; thus, 66 students participated in this study.

The students were informed that they were selected to participate in a research,

and they agreed to do so. They also allowed the data and the scores from the reading test

to be used anonymously. The participants in the experimental group were taught to read

through the Reciprocal Teaching Model for Reading Comprehension, whereas the control

group was instructed through skill-based teaching.

The experimental group was divided into sub-groups of six participants according

to their final scores to the English Reading Course of the first semester of the academic

year 2007. The students’ scores on this course ranged from the highest to the lowest and

the first fifteen students were defined as proficient readers and the sixteenth to the

thirtieth students as the less proficient ones. So each sub-group consisted of three

proficient readers and three less proficient readers.

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