Reciprocal Reading Techniques as Part of the Metacognitive Comprehension: Special Implication for Second Year Students

Abstract

Reading for academic reasons is a field that has not been explored often by researchers. In this research thirty-two college students are introduced to four techniques that are often indicated to increase comprehension as part of the metacgnitive method of reading. The four techniques are part of the method known as the reciprocal reading comprehension. A pretest is given with a specific number of points to ensure the homogeneity of the participants. Further, the students were asked to read and then answer questions related to the reading to see if the reading was done with comprehension. Then the students were introduced to the techniques. In subsequent weeks they were given texts to read and questions to answer implementing the newly taught techniques which comprise predicting, questioning, summarizing and clarifying. Improvement is detected at the end of the treatment.