The effect of a reciprocal-based instructional program on ninth-grade students’ reading comprehension in public schools in Jordan

Abstract EN

This study aimed at investigating the effect of using a reciprocal-based instructional program on improving reading comprehension among ninth grade students in Jordan.

The sample of the study consisted of 107 ninth grade male and female students in the academic year 2017/2018 in four schools in North West Badia Directorate of Education.

Two classroom sections were chosen to represent the experimental groups and the other two were chosen to represent the control groups.

The study followed a quasiexperimental design, where the experimental groups were taught reading comprehension using a reciprocal based instructional program and the control groups were taught reading comprehension using regular teaching method.

The study used a reading comprehension test to measure students’ performance.

The results of the study showed significant differences at (α=0.05) in the mean scores of the experimental groups in the reading comprehension post-test in comparison with the control groups, which can be attributed to the reciprocal-based instructional program.

The results also revealed that there were significant differences in the mean scores of the experimental and control groups in the three levels of reading comprehension in the posttest, literal, inferential, and especially critical in favor of the experimental groups