Improving Grade Four Students’ Reading Comprehension in Saudi Arabia: The Effectiveness of Reciprocal Teaching

Reciprocal Teaching (RT) is a pedagogical approach that has the potential to enhance the students’ reading comprehension skills in teaching language contexts. This study investigated the effectiveness of Reciprocal Teaching in improving grade four students' reading comprehension skills during Lughati AlJameelah (My Beautiful Language) the Arabic language lessons in Saudi public primary schools. As well as it explored the classroom practice that shaped students’ and teachers’ engagement with the strategy and their perceptions of its effect on students’ reading comprehension skills. An explanatory mixed-methods research design, grounded in a pragmatic paradigm, was adopted to provide both measurable learning outcomes and contextual explanations. The quantitative phase employed a quasi-experimental design involving 81 fourth-grade female students from 4 female primary schools in Bisha city in the KSA, divided into an experimental group (n = 41) taught using RT and a control group (n = 40) taught through a traditional teaching method that was used in teaching the Arabic language. Pre- and post-reading comprehension tests were administered to examine the gain across of the students’ total and five levels of reading comprehension: literal, inferential, critical, appreciative, and creative. Statistical analysis of the gain score revealed significant differences in favour of the experimental group, with moderate effect sizes for literal and inferential comprehension, small effects for critical comprehension, and large effects for appreciative and creative comprehension. A large overall effect size was observed in students’ total reading comprehension performance. Moreover, to better understand the nature of these gains, the qualitative phase adopted a case study with the experimental group only to explore how and why the RT implementation influenced students’ reading development. In this phase, data were collected through 10 classroom observations and 25 semi-structured interviews with participants in the experimental group (teachers and students). The observation and Interview data were analysed thematically. Findings indicated that teachers’ engagement with RT was influenced by their understanding and preparation for applying it. Classroom conditions, including teacher scaffolding and structured group interaction, played a central role in supporting student motivation and participation. At the same time, practical constraints, particularly time and student relationships, hindered the smooth implementation of the strategy in some instances. Furthermore, the findings indicated that students increased self- monitoring, confidence, and enjoyment during Lughati AlJameelah lessons. Evidence of developing higher-order thinking was apparent, especially in roles requiring interpretation and prediction. Collaborative group work and peer discussion emerged as key features of the learning experience, although challenges were noted In summary, the study concluded that Reciprocal Teaching can be a pedagogical approach for enhancing reading comprehension in teaching Lughati AlJameelah context when implemented in a supportive, well-structured classroom environment. The findings of this study contribute to existing literature by offering a contextually grounded understanding of how Reciprocal Teaching operates across different levels of reading comprehension within Arabic primary classrooms. Additionally, the study highlights the role of linguistic, pedagogical, and sociocultural factors in shaping its effectiveness.<p></p>

Author dc:creator

• Hailah Al Khushail (21042209)

• Reading Comprehension
• Reciprocal Teaching
• Grade Four students
• Saudi Arabia
• Arabic language

Statement dc:rights

• CC BY
• Open Access after 2027-06-01

Identifier

10779/exe.32560578.v1

OAI identifier oai:identifier

oai:figshare.com:article/32560578