Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension

Abstract

Reading g Comprehension is o one of the m ost impor rtant skills, receives the special focus in foreign language teaching. R Research ha as suggeste d that expl licit reading g strategies s can be taught t o students a and enhanc ing their rea ading comp prehension. The purpos se of this stu udy is to investig ate the effe ects of recip procal teach hing on read ding comprehension. R Reciprocal t teaching consists of four bas sic reading strategies: p predicting, questioning, clarifying g, and summ marizing. Cogniti ve and met a-cognitive strategies a re the recip procal teach hing strategi ies used to improve students ’ reading comprehen nsion This article wi ill discuss whether ‘r reciprocal teaching strategi es’ improv ve students reading c omprehens ion or not . This lack k of good reading compre ehension sk ills is exace erbated by the central role of rea ding compr rehension in n higher educatio on success. One solut on to this problem of poor readin i ng comprehension skil lls is the explicit t teaching o f reading c comprehens ion strategi ies. This paper is going ng to define the key words, explain the models of reading pro ocess, follow reading process and d reading str ategies, discuss cognitive and meta a-cognitive strategies and reading compre ehension, e elaborate reciproc cal teaching and its th oretical fra e mework, m mention the related rese earch on re eciprocal teaching g, and state e relationshi ip between reading comprehen nsion and usage of the four main f actors of re eciprocal tea aching strategies of EFL students. reciprocal t teaching an d reading c comprehens ion. The finding s indicated that reciprocal teachi g had a significantly n positive eff ffect on the English