International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online)

The Effect of Direct Strategy Instruction through Reciprocal Teaching on the Reading Comprehension and Strategy Use of English Foreign Language Learners with Dyslexia
Koutraki Efstratia, MA TESOL , MA Arts

Abstract
The purpose of this study was to examine the effect of direct strategy instruction through reciprocal teaching on the reading comprehension and strategy knowledge of three 15 to 17 year old Greek high school students with dyslexia who had been learning English as a foreign language. The three students participated in a programme where four reading comprehension strategies were taught- predicting, questioning, deciphering meaning of unknown words and summarizing. The research method used was an AB single subject design where each participant served as his own control. Each single subject study involved a baseline and a treatment condition. Data were analyzed through parametric statistical analysis by using the linear regression analysis model. The findings from the study indicated that the three students with dyslexia who received direct strategy instruction through reciprocal teaching improved their reading comprehension scores and strategy knowledge in the English Foreign Language.

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