An Alternative Way of Teaching Reading to High School Students

Abstract

The aim of the present study was to investigate the implementation and effect of an alternative way of teaching reading—Reciprocal Teaching (RT)— on the performance of Moroccan EFL common core students in four comprehension-monitoring skills, namely questioning, summarizing, clarifying, and predicting. The intervention, which is ten sessions long, used an instructional reading approach that combines guided practice, scaffolding, and active involvement. Seventy-two students participated in this study. These were tested on two different occasions: pre-test and post-test. The experimental group received instruction in RT, whereas the control group did not have any treatment. The scores of all participants in the pre-test were equal. However, the findings revealed that the experimental group gained comprehension-monitoring skills and reading performance, whereas the control group did not show any change from the pre-test to the post-test.