X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 72 / 233

638 views

0 shares

0 downloads

0 comments

72 / 233

58

As for the test reliability, Fraenkel and Wallen (2000) state that the reliability

coefficient of the reading part of the test should be at least 0.70. In this pilot study, the

reliability of the test stood at 0.80. This indicated that the English reading section of the

National English Entrance Examination 2004 was reliable according to the Kuder-

Richardson Formula 20.

In this study, all the participants in the experimental and the control groups were

submitted to a pretest on the first week of the course. In order to control the internal

validity, the length of time between the pretest and posttest was 14 weeks, a period long

enough to prevent the participants from remembering the pretest.

Verification of the reliability of the Reading Strategies Questionnaire (RSQ)

The Reading Strategies Questionnaire (RSQ) was piloted with 30 12th-grade

students at Thonbureeworataepeepalaruk School who did not take part in this study.

Fraenkel and Wallen (2000) stated that the criterion for coefficients of acceptable

coefficients should be at least 0.70. The results from the pilot study showed that the

reliability coefficient of the RSQ reached 0.72. This indicated that the Reading Strategies

Questionnaire was reliable according to the Kuder-Richardson Formula 20.

Lesson Plans and Teaching Materials

Lesson plans.

The lesson plans for both the experimental and the control groups were created

based on the objectives and goals of the course Reading for Further Study (ENG 40201)

of the Foreign Language division at Watnuannordit School. The instruction for both

groups was divided in three stages: pre-reading, while-reading, and post-reading (see

Appendix E).

Document info
Document views638
Page views653
Page last viewedSun Dec 04 15:25:37 UTC 2016
Pages233
Paragraphs5584
Words51378

Comments