نوع مقاله : مقاله پژوهشی
چکیده
Purpose: This research aimed to investigate the impact of reciprocal teaching strategies on the reading skills of bilingual students, focusing on three sub-skills: vocabulary, reading fluency, and reading comprehension.
Method: This applied, semi-experimental study employed a pre-test-post-test control group design. The study population comprised all bilingual male primary school students in the four districts of Ahvaz city during the 1402-1403 academic year. Using convenient sampling, 32 students were selected for the experimental group and 31 for the control group. Both groups were matched for intelligence quotient and socio-economic status. A researcher-developed pre-test measured vocabulary, reading fluency, and comprehension skills in both groups. The experimental group received instruction using reciprocal teaching methods, while the control group was taught using traditional methods (lecture, group discussion, Q&A, and demonstration) over one academic year and 51 sessions. Post-training, both groups’ reading skills were assessed. Data were analyzed using multivariate covariance.
Results: After controlling for pre-test variables, the results indicated a significant effect of reciprocal teaching on reading fluency (P≤0.003), vocabulary (P≤0.000), and reading comprehension (P≤0.009). Effect sizes showed improvements of 14%, 21%, and 11% in reading fluency, vocabulary, and comprehension, respectively, due to reciprocal teaching. Thus, reciprocal teaching can effectively address reading challenges in bilingual children
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