| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 102 === This study was to explore the effects of reciprocal teaching on reading comprehension, reading motivation for 2nd grade elementary school students and the students’ perceptions after joining the RT program. The researcher utilized “ET-RT model” (explicit teaching before reciprocal teaching). First, the students were introduced to the four strategies including predicting, clarifying, question generating and summarizing, and then they practiced these four reading strategies on reading by the interactive dialogues between the teacher and the students. A quasi-experimental study was used. The experimental group received reciprocal instruction, while the control group received traditional teaching. Before and after the experiment, both groups took the pretest, posttest and follow-up test. "Reading Comprehension Test" and "Reading Motivation Questionnaire" were analyzed by ANCOVA. The major findings of the study were as following: (1) The reciprocal teaching can improve the students'' reading comprehension ability immediately. (2) There are no maintained effects at 4-week follow-up. (3) Reciprocal teaching did not have significant effects on reading motivation. (4) The students held positive attitudes towards the reading classes with reciprocal teaching.
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