Title: The Effects of Reciprocal Teaching vs. Think-Aloud on Reading Comprehension of Pre- Intermediate Students in Iran
Abstract: The purpose of this study was to investigate the ef fects of reciprocal teaching strategy and think-aloud strategy on the E nglish reading comprehension of Iranian students. Three pre-intermediate level clas ses were selected and randomly assigned into three groups: two experimental groups and one control group. One experimental group received think-aloud strategy, t he other one received reciprocal teaching strategy and the control group received a placebo. Reciprocal teaching involves four main reading strategies: predicting, questioning, clarifying and summarizing. Think-aloud involves prediction, formi ng mental pictures, connecting what they read to what they have already read, crea ting analogies, verbalizing confusing points, and using fix-up strategies. Ther e were pretest and posttest for these three groups. The findings indicated that the two experimental conditions of think-aloud strategy and reciprocal teaching strate gy had significantly positive effects on the reading comprehension of pre-interme diate EFL learners; however, think-aloud strategy enhanced English reading compr ehension better than reciprocal teaching strategy.
Publication Year: 2013
Publication Date: 2013-01-01
Language: en
Type: article
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