what they had read. The correctness and appropriateness of the Reading Think Aloud
Sheet was verified by English experts and the research advisors (see Appendix C).
Interviews of the experimental group were used after reciprocal instruction in
order to confirm the quantitative information collected from the previous tools. The
interviews were to help the researcher retrieve the information from the analysis of the
participants’ answers on their use of the four metacognitive reading strategies of
reciprocal teaching when reading. The interview questions were piloted and reviewed for
the validity of their content by native speakers of English who were also professors in a
Thai university. The questions were then revised based on these experts’ comments (see
Appendix D). The interviews were conducted in Thai so that the participants would not
have difficulties understanding and answering the questions.
The Construction of the Research Instruments
The validity and reliability of the research instruments used in this study (the
National English Entrance Examination 2004, the Reading Strategies Questionnaire
(RSQ), the Reading Think around Sheet, and the interview) were verified before these
instruments were used in the actual study in the second semester of 2007. Following this,
the whole process of reciprocal teaching for reading comprehension was piloted.
The content validity check.
All four research instruments were verified for their validity by the research
advisors, three experienced English reading teachers, and one native experienced
professor in a Thai university. They examined the instruments for any ambiguous