English abstract
The aim of the present study is to make sure of the effectiveness of using reciprocal teaching strategy in the acquisition of reading comprehension skills of basic grade nine students. The study sample consisted of two classes, the experimental sample and the controlled sample and the total number is (67) students. The researcher has prepared a guide to the reciprocal teaching strategy used in the training of the experimental group, and an achievement test in the skills of reading comprehension, which was applied to ensure equal sample. The experimental group was then taught five reading texts from their text book (part 2) using the strategy of reciprocal teaching for four weeks, by five sessions per week. While the control group studied the reading texts, using the usual method and given the same test after the experiment.
The data was processed statistically and extracted averages, standard deviations, and t-test. The study found the following: - There is no statistical difference at the level of significance (0.05) between the total averages of both the experimental and control groups in the post test of the reading comprehension skills attributed to the use of reciprocal teaching strategy. - There is a statistical difference at the level of (0.05) between the pre test and the post test averages within the experimental group in the following reading comprehension skills: the order of sub-themes according to their sequence in the text, suggest an appropriate title for the text, predict certain results from the text, summarize the text and organize it. There was no difference in the results of the control group.
In the light of the previous study recommended the use of guide to the reciprocal teaching strategy in the pre service training of teachers and inservice when teaching reading passages. The study recommend to development of the test and the guide of the strategy and applying it to another classes, and increase the time devoted to training students on the requirements of sub-strategies (predicting, questioning, clarification, and summarizing).
Further studies could be conducted to explore the effectiveness of using reciprocal teaching strategy in the teaching of other branches of language like literature and Criticism.
