An Experimental Study On Reciprocal Teaching Of Seven-Grade Students' Reading Comprehension

Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension and comprehension monitoring. The training method is the tutor and students take turns leading a dialogue centered on pertinent features of the text, using cognitive strategies such as questioning, summarizing, clarifying and predicting which supported through dialogue between tutor and students as they attempt to gain meaning from text.The subjects comprised 28 excellent comprehension students and 24 poor comprehension students of seven-grade. This study conducted for six weeks. We adopted a mixed-design of three factoral experiment with two between-subject factors and one within-subject factor to assess the effects of reciprocal teaching on reading comprehension, comprehension monitoring and reading attitude of junior middle school students. Coming out of this study, there were five major findings:(1) There were significant differences in questioning and summarizing between experimental groups and routine group in both expository and narrative passages, and there were no differences among the three groups of different strategies of reciprocal teaching.(2) There were significant differences in reading comprehension of expository passages between experimental groups and routine group, and there were no differences among the three experimental groups.(3) There were no differences in reading comprehension of narrative passages between experimental groups and routine group except the group with reflection strategy, and there were no differences among the three experimental groups.(4) There were significant differences in reading comprehension monitoring between experimental groups and routine group, and there were no differences among the three experimental groups.(5) There were significant differences in reading attitude between experimental groups and routine group, and there were no differences among the three experimental groups.