X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 90 / 233

780 views

0 shares

0 downloads

0 comments

90 / 233

76

completed the Reading Think Aloud Sheet to give details on the four keys strategies they

employed in their reading tasks. Their group interaction was tape-recorded as well.

Finally, all of them were interviewed on the four main strategies they used to complete

their reading tasks and on their group experience.

Quantitative Results of the Study

The data from the pretest and posttest were analyzed to answer research questions

1, 2, and 3. The findings were based on the mean scores of these tests for both the control

and the experimental groups. The pretest and posttest mean scores and standard

deviations of the participants in the reciprocal teaching group are shown in Table 4.1.

Table 4.2 shows the mean scores in reading comprehension and the standard deviations of

the proficient and less proficient students in the reciprocal teaching group. Table 4.3

details the posttest mean scores and standard deviations of the reciprocal and skill-based

groups for reading comprehension.

Results of English Reading Comprehension for the Experimental Group

To investigate whether the participants in the experimental group improved their

reading ability after receiving instruction through reciprocal teaching, the mean scores of

their results on the pre- and post-administration of the English reading comprehension

section of the National English Entrance Examination 2004 were calculated using the

dependent t-test to determine whether there was a significant difference before and after

the instruction. The results are presented below.

Document info
Document views780
Page views795
Page last viewedSat Dec 10 07:34:36 UTC 2016
Pages233
Paragraphs5584
Words51378

Comments