مقارنة فاعلية إستراتيجيتي التدريس المباشر و التدريس التبادلي في تحسين مهارات الاستيعاب القرائي لدى الطلبة ذوي صعوبات التعلم في القراءة ( الديسلكسيا ) = Comparative Efficacy of Direct Instruction and Reciprocal Teaching Strategies in Improving Reading Comprehension Skills among Students with Reading Disabilities ( Dyslexia )

2016 ◽  
Vol 43 (1) ◽  
pp. 525-547
Author(s):  
جميل محمود الصمادي ◽  
بسام مقبل العبداللات
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Reading Disabilities ◽  
Reciprocal Teaching ◽  
Comparative Efficacy ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals The effects of reciprocal teaching on reading comprehension, retention on learning and self-efficacy perception

2020 ◽  
Vol 10 (2) ◽  
pp. 493-522
Author(s):  
Sultan Selen Kula ◽  
Yusuf Budak
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reciprocal Teaching ◽  
Central Anatolia ◽  
Control Group ◽  
Achievement Level ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study was carried out to test the effects of reciprocal teaching on reading comprehension skills, learning retention and self-efficacy perception of reading comprehension. Research was conducted in 4th grade Turkish lessons of a primary school located in the Central Anatolia region of Turkey with experimental and control groups of 25 randomly assigned students. Experimental method was used in the research and findings were supported with qualitative data. Data were collected through the Reading Comprehension Skills Achievement Test, Self-efficacy Perception Scale for Reading Comprehension and Student Interview Form, each developed by the researchers. According to the findings of the research, there was a significant difference between students in the experimental group where the reciprocal teaching technique was implemented and students in the control group where the traditional teaching process was continued in terms of the achievement level and retention scores of the reading comprehension in favor of the experimental group. However, no significant difference was found between the groups in terms of self-efficacy levels. The students in the experimental group expressed that they were pleased to have the opportunity to lead their friends, to have a say in guiding the lesson, this technique facilitated their understanding of the texts they read and it provided them with a group work environment.

scholarly journals Developing Reading Learning Model to Increase Reading Skill for Animal Husbandry Students in Higher Education

2020 ◽  
Vol 2 (1) ◽  
pp. 484-493
Author(s):  
Abd. Syakur ◽  
Rosidi Azis ◽  
Sukarsih
Keyword(s):  
Reading Comprehension ◽  
Animal Husbandry ◽  
Research Strategy ◽  
Reciprocal Teaching ◽  
Research Subjects ◽  
Care Giving ◽  
Comprehension Skills ◽  
Nahdlatul Ulama ◽  
The University ◽  
Reading Comprehension Skills

The development of teaching and learning activities must be evaluated to find out the success or failure of learning. This evaluation must be done because teaching now will certainly affect the next learning process, especially the reading comprehension model. This study aims to produce a reading comprehension model that is able to improve the reading comprehension skills of second semester students in the English for Professions subject to 2 Semester Credit Systems (SKS) in the department of animal husbandry at the University of Nahdlatul Ulama Blitar. The study approach used was Research and Development by modifying the ten steps of implementing the research strategy into three steps. The research subjects were lecturers and students majoring in animal husbandry at the University of Nahdlatul Ulama Blitar. Data collection techniques used was observation, questionnaires, interviews and tests. Research data analyzed using qualitative and quantitative analysis techniques. Data results show that the use of reciprocal teaching reading strategies combined with peer-teaching methods can significantly improve students' reading comprehension skills. The care giving effect arising from the application of reciprocal teaching to reading comprehension increases social values ​​in second semester students in the English for Professional course.

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

2018 ◽  
Vol 10 (1) ◽  
pp. 70
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Reading Comprehension ◽  
Social Constructivism ◽  
English Teachers ◽  
Reciprocal Teaching ◽  
Poor Reading ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Good Reading ◽  
Teaching Learning ◽  
Reading Comprehension Skills

English teachers who teach reading comprehension course surely often give their students reading assignments, for example reading articles, popular press books and/or internet publications. Unfortunately, the results were not satisfying and made English teachers disappointed. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension required for the success in higher education. One solution to overcome this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies to students, specifically, reciprocal teaching (RT). The philosophical root of RT itself is social constructivism which explains how students might acquire knowledge and learn; then, this concept is accumulated with the use of RT strategy to teach reading comprehension course at school. All are clearly discussed, so that the RT could be an alternative reading comprehension strategic choice for all English teachers to teach reading comprehension course at Polytechnic.   Keywords: Social constructivism, reciprocal teaching, learning evaluation.

scholarly journals Reciprocal Teaching in Fostering Listening Skills among Secondary Level Students

2020 ◽  
Vol 8 (7) ◽  
pp. 287-301
Author(s):  
Venkat Maithri ◽  
Dr .P. Suresh
Keyword(s):  
Teaching Strategies ◽  
Teaching Strategy ◽  
Secondary Level ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Reciprocal Teaching ◽  
Listening Skills ◽  
Higher Order Thinking Skills ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Reciprocal teaching strategy is a cognitive strategy employed in fostering the learners’ reading comprehension skills. This paper explores the effectiveness of the strategy by far referring to the various researches done by various researchers and justifies why reciprocal teaching strategies are useful tools to enhance the listening skills of learners. The paper also focuses on various contemporary pedagogic theories that this strategy concurs with thus proving itself to be an effective strategy that can be employed in classrooms. To conclude the paper sheds light on the importance of listening skills and how reciprocal teaching strategies can not only be used to enhance the higher-order thinking skills of the learners but also to subsequently engage learners in a meaningful and active conversation thus improving their speaking skills. The paper invariably discusses the significance of active learning and its role in bolstering the language skills of the learners. 

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