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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 75 / 233

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Stage 2. The model stage

Here, the teacher modeled the whole process of the reciprocal approach (weeks 3

and 4), while the students learnt what strategies to use, and when and how to use each of

them.

Stage 3. The participation stage

At this point, the teacher acted as the reading leader for the first paragraph of a

passage. Following this, the students worked in small groups, read the next paragraph,

and a volunteer came out and acted as the leader in front of the class (weeks 5 and 6).

Stage 4. The cooperative stage

The students worked in groups organizing the whole process of reading by using

the reciprocal teaching approach. At this stage (weeks 8-12), each of the cooperative

groups followed these steps:

1) One student acted as the leader and asked the group members to try to predict

the content of the passage from its title, subtitles, or pictures.

  • 2)

    The leader asked the group to read a paragraph silently.

  • 3)

    The leader asked questions on the important information of the paragraph.

  • 4)

    The leader might have clarified or asked the members to clarify difficulties

with vocabulary, references, and confusing sentences or phrases.

5) The group leader asked the members to locate the main idea of the first

paragraph or told what this main idea was, and summarized it.

6) The group leader asked the members to predict the likely content of the next

paragraph.

  • 7)

    The leader asked for a new volunteer leader for the next paragraph.

  • 8)

    The new group leader performed the same process, from step 2 to step 7.

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