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ERIC Number: ED572468
Record Type: Non-Journal
Publication Date: 2015-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities
Gomaa, Omema Mostafa Kamel
Online Submission, International Journal of Psycho-Educational Sciences v4 n2 p39-45 Sep 2015
This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n = 33 boys) and control (n = 33 boys). ANCOVA and T test were employed for data analysis. Findings from this study indicated the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in the target students. On the basis of the findings, the study advocated for the effectiveness of reciprocal teaching intervention strategy on improving reading comprehension in reading disabled students.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A