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Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

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Huang, Ching-Ting; Yang, Shu Ching – Journal of Educational Computing Research, 2015

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

Descriptors: Reciprocal Teaching, Reading Strategies, Reading Comprehension, Self Efficacy