The Effects of the Reciprocal Teaching Model on Jordanian Tenth Grade Students’ Reading Comprehension Achievement in English

Abstract

This study aims at examining the effects of the Reciprocal Teaching Model on Jordanian tenth grade students’ reading comprehension achievement in English. The sample of the study (N= 166) consisted of two groups: the experimental group (N= 85) and the control group (N= 81). To answer the questions of the study, students’ scores on the pre- and post-Reading Comprehension Achievement Test were analyzed utilizing t-tests. The results demonstrated the effectiveness of the model in improving the students’ achievement, especially with male students and within the inferential level of reading comprehension. Finally, implications and recommendations for educators, teachers, and researchers were suggested.