was also used to examine students’ reading strategies in the three main stages of reading:
pre-reading, while-reading and post-reading.
To develop the RSQ, the researcher selected only the strategies that were related
to the four main strategies of reciprocal teaching: predicting, clarifying, questioning, and
summarizing. Therefore, the questionnaire was applicable to the present study which
aimed to explore the use of the metacognitive reading strategies through reciprocal
The RSQ consisted of 20 items and was divided into three parts. The first part of
the questionnaire intended to obtain information about the reading strategies the students
used before reading texts; the second part aimed at eliciting the reading strategies they
used in the while-reading stage; and the last part investigated the reading strategies they
used in the post-reading stage.
This questionnaire used a five-point rating scale (1-5) built according to the
frequency of use of the metacognitive reading strategies by the participants. It was
administered to the experimental group before and after the implementation of reciprocal
teaching (see appendix A).
Following the three main metacognitive processes of planning, monitoring, and
evaluating, the 20 reading strategies that the students used can be organized into 10
metacognitive strategies in three processes of metacognitive, as presented below: