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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 74 / 233

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Teaching Procedures

The researcher instructed both the experimental and the control groups for two

periods (110 minutes) per week, over a 14-week period, using ten reading passages for in-

class tasks and two reading assignments to be worked at home (see Appendix K).

In order to prevent any threats to the internal validity of the research, the

researcher used the same reading materials, the same activities, the same length of

teaching time, the same classroom environment, and the same examination. However, the

two groups were instructed through different teaching techniques. But even so, the

researcher made clear to both groups that the instructions used in this study were both

efficient teaching techniques that had been designed to improve English reading.

The experimental group was instructed through reciprocal teaching, whereas the

control group was taught through skill-based teaching. In reading classes at

Watnuannordit School, the teachers generally use skill-based teaching. In this study, the

researcher compared the effects of reciprocal teaching to those of skill-based teaching,

this last the usual method applied in Thai reading classrooms.

The Reciprocal Teaching Model for Reading Comprehension

In this study, the teaching procedures for the reciprocal teaching instruction to the

experimental group consisted of four stages: the preparation, the modeling, the

participation, and the cooperative stages. The following is a more detailed description of

these four stages.

Stage 1. The preparation stage

The students were taught what the four main strategies were and how to use them. They

practiced each strategy through the worksheets provided by the teacher.

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