participants of the experimental group, who were taught through the reciprocal teaching
model for reading comprehension, employed more metacognitive reading strategies after
Studying the results of this pilot study, the researcher found some points which
needed to be improved: the amount of time in introducing and practicing the four main
strategies, the interview questions, and the Reading Think Aloud Sheet.
From the observation, the researcher found that the participants needed more time
in introducing and practicing the four main strategies. Thus, the time to do so was
increased from one period to two periods.
As for the interview questions, the researcher found that the answers to these
questions focused only on reciprocal teaching, not on the four main metacognitive
reading strategies or the group interaction. In order to support the quantitative results
obtained in this study, the researcher strongly concentrated on how the participants used
the four main metacognitive reading strategies and on their social interaction. Thus, the
researcher adapted the interview questions, not only focusing them on the reciprocal
teaching process, but focusing them also on the four main metacognitive reading
strategies and on the participants’ social interaction within their working groups.
Finally, it was found that the Reading Think Aloud Sheet needed to be separated
from the reading text in order to grasp the whole picture of each strategy. Moreover, this
way was thought easier for the participants to summarize the whole text from the main
idea of each paragraph. Accordingly, the Reading Think Aloud Sheet was separated from
the reading text. In addition, the researcher provided the participants with instructions on
how to record the strategies they used.