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The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review

Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported the effectiveness of reciprocal teaching in improving reading outcomes, only few reviews focused on the use of these str...

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Main Authors:	Ting Pick Dew, Suyansah Swanto, Vincent Pang
Format:	Article
Language:	English
Published:	ResearchGate 2021
Subjects:	LB5-3640 Theory and practice of education PE1001-1693 Modern English
Online Access:	https://eprints.ums.edu.my/id/eprint/42398/1/FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/42398/ http://dx.doi.org/10.24200/jonus.vol6iss2pp156-184
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id	my.ums.eprints.42398
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spelling	my.ums.eprints.423982024-12-30T01:13:33Z https://eprints.ums.edu.my/id/eprint/42398/ The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review Ting Pick Dew Suyansah Swanto Vincent Pang LB5-3640 Theory and practice of education PE1001-1693 Modern English Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported the effectiveness of reciprocal teaching in improving reading outcomes, only few reviews focused on the use of these strategies in ESL contexts. Hence, this review identified, evaluated and synthesized relevant literature in search of the effectiveness of reciprocal teaching and the features that are associated with improved reading comprehension outcomes. Methodology: Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a thorough search was performed on five major databases using the search terms “reciprocal teaching” or “reciprocal reading” and “reading comprehension” or “text comprehension”. Findings: The comprehensive search resulted in a total of 18 articles. The analysis coded these articles into eight main themes with four main themes concentrated on the features of the reciprocal teaching interventions: (a) purposes, (b) learning environment, (c) comprehension-monitoring, and (d) scaffolding, and another four main themes on the outcomes of the interventions: (e) results, (f) comprehension outcome measures, (g) reading strategies, and (h) conceptual change. Contributions: Conclusively, reciprocal teaching fulfilled the key features of effective intervention as significant gains were mostly observed in the research using reciprocal teaching as intervention. The versatility of reciprocal teaching makes the technique adaptable to learners of varying backgrounds, ages and levels of education. ResearchGate 2021 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/42398/1/FULL%20TEXT.pdf Ting Pick Dew and Suyansah Swanto and Vincent Pang (2021) The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review. Journal of Nusantara Studies, 6 (2). pp. 1-31. ISSN 0127-9386 http://dx.doi.org/10.24200/jonus.vol6iss2pp156-184
institution	Universiti Malaysia Sabah
building	UMS Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sabah
content_source	UMS Institutional Repository
url_provider	http://eprints.ums.edu.my/
language	English
topic	LB5-3640 Theory and practice of education PE1001-1693 Modern English
spellingShingle	LB5-3640 Theory and practice of education PE1001-1693 Modern English Ting Pick Dew Suyansah Swanto Vincent Pang The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
description	Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported the effectiveness of reciprocal teaching in improving reading outcomes, only few reviews focused on the use of these strategies in ESL contexts. Hence, this review identified, evaluated and synthesized relevant literature in search of the effectiveness of reciprocal teaching and the features that are associated with improved reading comprehension outcomes. Methodology: Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a thorough search was performed on five major databases using the search terms “reciprocal teaching” or “reciprocal reading” and “reading comprehension” or “text comprehension”. Findings: The comprehensive search resulted in a total of 18 articles. The analysis coded these articles into eight main themes with four main themes concentrated on the features of the reciprocal teaching interventions: (a) purposes, (b) learning environment, (c) comprehension-monitoring, and (d) scaffolding, and another four main themes on the outcomes of the interventions: (e) results, (f) comprehension outcome measures, (g) reading strategies, and (h) conceptual change. Contributions: Conclusively, reciprocal teaching fulfilled the key features of effective intervention as significant gains were mostly observed in the research using reciprocal teaching as intervention. The versatility of reciprocal teaching makes the technique adaptable to learners of varying backgrounds, ages and levels of education.
format	Article
author	Ting Pick Dew Suyansah Swanto Vincent Pang
author_facet	Ting Pick Dew Suyansah Swanto Vincent Pang
author_sort	Ting Pick Dew
title	The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
title_short	The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
title_full	The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
title_fullStr	The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
title_full_unstemmed	The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
title_sort	effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review
publisher	ResearchGate
publishDate	2021
url	https://eprints.ums.edu.my/id/eprint/42398/1/FULL%20TEXT.pdf https://eprints.ums.edu.my/id/eprint/42398/ http://dx.doi.org/10.24200/jonus.vol6iss2pp156-184
_version_	1819911294106468352
score	13.223943

The effectiveness of reciprocal teaching as reading comprehension intervention: a systematic review

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