Enhancing Grade Six Students’ Reading Comprehension through Reciprocal Reading Instruction (RRI)

Abstract

This study aimed to investigate the effectiveness of Reciprocal Reading Instruction (RRI) in improving reading comprehension among Sixth-Grade students. A quasi-experimental research design was employed using one class of Sixth-Grade students of Zunglen Primary School. The sample group consisted of one section of 19 grade six students selected through a purposive sampling technique. Eight lessons were conducted over 10 weeks, incorporating four cycles of RRI. The first two weeks focused on familiarisation with RRI through teacher-led discussions, while the remaining eight weeks were dedicated to student-led discussions, with the teacher serving as a facilitator. The reading comprehension of the students was measured through a reading comprehension test (pretest and posttest) and quizzes. The test scores were analysed using a sample t-test statistical approach. The results revealed that the students’ scores improved significantly after the intervention. The nature of RRI, which involved predicting, questioning, clarifying, and summarising, fostered a distinctive form of student engagement in reading. Further, explicit instruction of these strategies, along with scaffolding, collaboration, and the use of reading materials, contributed to enhanced reading comprehension. Therefore, the results suggest that RRI enhanced Sixth-Grade students' reading comprehension in this study.