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.