9) After the last paragraph, the last group leader asked the members to summarize
the whole text and to do the exercises.
All throughout this last stage, the teacher acted as a facilitator, helping the
students who needed it. Moreover, the students had a chance to read and practice on their
own by working on three assignments, two of them provided by the teacher and the other
selected by themselves (see Figure 3.1 below for the conceptual framework of this study).
Before instruction y Pretest y Pre-administration of RSQ
The students’ role is gradually increased
The teacher’s role is gradually decreased
Learning what the four key strategies are and practicing each.
Acting as group members in the reading process.
Participating in the reading process; volunteer students acting as leaders.
Training the students on the four key strategies.
Modeling the whole process of reciprocal teaching and acting as a leader.
Modeling the first section only and asking for volunteer leaders for the next sections.
During instruction y Audio-taping y Reading Think Aloud Sheet
Acting as a facilitator to support and help students in need.
Organizing the whole process of reading in cooperative groups.
After instruction y Posttest y Post-administration of RSQ
Figure 3 The Reciprocal Teaching Model for Reading Comprehension