Skill-based Teaching for Reading Comprehension
The control group was instructed to read using the skill-based approach. There are
three stages in skill-based teaching: the pre-reading stage, the while-reading stage, and the
post-reading stage. In each of them, the participants practiced using the following skills
useful in increasing their reading abilities: finding the topic, finding the main idea,
finding and inferring details and facts, drawing inferences, explaining vocabulary, and
explaining sentence structures and grammar points.
In the pre-reading stage, the teacher explained the background information related
to the text. The unknown key words and a few grammar points and structures were
explained and reviewed with the students.
In the while-reading stage, the teacher told the students to read the text on their
own. The readers were encouraged to find the main idea, to find and infer details and
facts, and to draw inferences. If they met with difficulties, the teacher assisted them in
comprehending the text by explaining the contentious points.
In the post-reading stage, the teacher asked the students to answer questions and
guided the learners into the activities or exercises accompanying the materials.
In conclusion, reciprocal teaching and skill-based teaching both have a reading
process that includes the three steps of pre-, while-, and post-reading (see Table 3.3, page
64). In addition, in both reciprocal and skill-based teaching in this study, the students
were asked to find the main idea and the important content of a passage, to clarify the
difficult words, phrases, and references, and to complete the exercises after reading.
However, the role of the teacher and the stages of reading in both groups were different.
In skill-based teaching, the teacher organized the whole reading class for the entire
semester and acted as a lecturer. On the other hand, in reciprocal teaching, the teacher
gave the students guided practice, direct modeling, and explicit instruction, and then