The effect of reciprocal teaching strategy on the fourth preparatory School students' reading comprehension performance and retention

Abstract EN

There are two aims in the present study.

The first is to find out the effect of reciprocal teaching strategy on reading comprehension performance of EFL preparatory school students.

The second is to check out the effect of the same strategy on Students’ retention of the reading texts.

This study is limited to the fourth scientific preparatory school students in the city of Ramadi during the first course of the academic year 2019-2020.

Two hypotheses are set.

The first assumed that there is no significant difference between the mean score of the experimental group and the mean score of the control group in the post reading comprehension performance test at the level (0.05) of significance.

The second hypothesis states that there is no significant difference in the mean scores of the reading retention test between the experimental group and the control at the (0.05) level.

The selected sample includes 72 students who have been selected randomly.

The sample is distributed over two groups (36 for the experimental group) and (36 for the control group) after equalizing.

The experimental group is taught reading comprehension material according to reciprocal teaching method.

The researcher depends on a reading comprehension test to be the main instruments for collecting data and has been exposed to jury members.

After the final applications of both tests, results concerning the first hypothesis show that there is a significant difference in the mean scores of the performance test between control and experimental group in favour of the experimental group.

Also, the results about the second hypothesis reveal that there is a significant difference in the mean scores of the reading retention test of the experimental group upon the control group.

Finally, conclusions and recommendations are set.