Effect of reciprocal teaching on reading comprehension English self efficacy and vocabulary attainment of low achievers in English

Abstract

This study aims to explore the effect of reciprocal teaching on reading comprehension, English self-efficacy and vocabulary attainment of low achievers in English. The study was conducted on a sample of 100 (50 control group, 50 experimental group) class VII low achievers from Government Model Senior Secondary Schools of Chandigarh. Major findings revealed that students exposed to reciprocal teaching strategy yielded better mean gain in reading comprehension scores and vocabulary attainment scores as compared to those taught through conventional teaching. Mean differences on English self-efficacy scores for the two instructional treatments was found to be not significant. This strategy would be really useful in bringing forward those students who are left behind due to their introvert behaviour. The progress of the lower achieving students does not occur at the expense of the higher achievers or vice versa. So reciprocal teaching is recommended for fostering students reading comprehension and vocabulary. This study would be useful for policy makers and teachers, that how to deal with the students who are struggling in English. newline