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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 69 / 233

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55

Table 1 (Continued)

Metacognitive Metacognitive

Process

Reading Strategies

Description

Item(s)

3) Evaluating

Verifying predictions

Confirm the predictions/guesses are correct.

5

Self-evaluation

Judge how well the materials were understood and evaluate the reading strategies used.

14, 19

(Adapted from Chamot, Robbins, El–Dinary, & Barnhard, 1999; Flavell, 1979; and

Wenden, 1991)

This questionnaire was constructed based on the specific strategies of the

reciprocal teaching approach. The research advisors and three experienced teachers in

English reading examined it for any ambiguous wordings, the appropriateness of its

content, and whether the content of each item was related to the purpose of the research.

To establish its validity and reliability, the RSQ was piloted with 30 12th-grade students at

Thonbureeworataepeepalaruk School who did not take part in this study.

Reading Think Aloud Sheet.

The Reading Think Aloud Sheet was constructed by the researcher on the basis of

the reading process using the four main strategies of reciprocal teaching. It consisted of a

worksheet that helped the participants write down the reading strategies they used and

what they did while reading, such as their predictions from the title or for the next

paragraph, the main ideas of each paragraph, the questions they asked on the content of a

paragraph, the words or phrases and references that they clarified, and a brief summary of

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