The Effect of the Reciprocal Teaching Method on Enhancing Critical Reading to Skills of Jordanian Secondary School Student

Khalil S. Al-Qatawneh


The purpose of this study was to examine the effect of using the Reciprocal Teaching model on enhancing reading comprehension skills in English by the Jordanian secondary school students. The participants of the study consisted of 88 male first secondary grade students during the year 2005/2006. The school was purposefully selected on convenient grounds. The two first secondary grade students’ sections in the school were assigned to the levels of treatment by draw. The experimental group was taught by the reciprocal teaching method and the control group was taught by the conventional method of teaching. The study involved a reading comprehension test. The computed reliability for internal consistency for the comprehension test was 0.82. Analysis of Covariance (ANCOVA) and MANCOVA were used to detect the significance of differences between the mean scores of both groups at α = 0.05 level.

The results of the study showed that there was a statistically significant difference at α = 0.05 between the mean scores of the two groups on the entire reading comprehension test, and on each domain of the test in favor of the experimental group. The study concluded that more research be recommended to provide additional knowledge with regard to the replication of the experiment at other different levels of learners in school. It also recommended that extensive courses and workshops for teachers on the new reciprocal teaching method to be encouraged if the method requirements to be met in the educational sector of Jordan.


Reciprocal Teaching Model, School Students, English Language.

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