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.