RECIPROCAL TEACHING AS A READING COMPREHENSION STRATEGY

Abstract

The objective of this study focuses on analyzing the Reciprocal Teaching (ER) procedure as part of the Information and Communication Technology (ICT)-mediated reading comprehension (CL) strategies at a rural education school in the Guayas province during the period 2018-2019. The methodological design of the research is analytical-descriptive, pre-experimental. Where it was necessary to use a pre-test and post-test, without the participation of a control group, because it is a rural educational context where the number of students is limited. The intervened population was 16 students of the 2 year of Unified General Baccalaureate-BGU in an Educational Unit of the rural sector of the province of Guayas. The results show that 43.75% of participating students fail to
(NC) recognize, locate and identify text elements, while 56.25% are in the process of domain (PD), so it is concluded that reading is a activity that is based on the effective use of language, where it is required to construct meanings that arise from a text becoming a specialized form of reasoning.

Keywords: Reciprocal Teaching, Reading Understanding, Information and Communication Technologies.

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