Leila asheghnavaie - Khatam University, Tehran, Iran

The present study aimed at investigating the effectiveness of the Reciprocal Teaching Procedure (RTP), a reading comprehension instructional technique, on enhancing Intermediate EFL learners' reading comprehension in Iran. Two intact groups were chosen randomly, one as the control group and the other as the experimental group. Then a reading comprehension test was administered to both groups as pretest. After analyzing the collected scores by Independent t-test it was known that there was no meaningful difference between control and experimental groups before the treatment. Both groups were offered 10 sessions of reading, the experimental group received treatment, they were taught reading by applying reciprocal teaching method as an instructional strategy but control group was taught reading by the traditional method. After 10 sessions the same reading comprehension test was administered to both groups as posttest. Finally using Independent T- Test the obtained scores on the posttest were analyzed in order to examine the research question, the results showed that there was a significant difference between the control and experimental groups, in other words reciprocal teaching improved reading comprehension of the participants.

Reciprocal teaching; Reciprocal teaching procedure, Reading comprehension, instructional strategy