THE EFFECTIVENESS OF RECIPROCAL TEACHING AS READING COMPREHENSION INTERVENTION: A SYSTEMATIC REVIEW

Background and Purpose: This paper presents a comprehensive review of the research on reading comprehension interventions for ESL learners. Although numerous reviews have reported effectiveness reciprocal teaching in improving outcomes, only few focused use these strategies contexts. Hence, this identified, evaluated synthesized relevant literature search features that are associated with improved outcomes.
 
 Methodology: Guided by Preferred Reporting Items Systematic Reviews Meta-Analyses (PRISMA), thorough was performed five major databases using terms “reciprocal teaching” or reading” “reading comprehension” “text comprehension”.
 Findings: The resulted total 18 articles. analysis coded articles into eight main themes four concentrated interventions: (a) purposes, (b) learning environment, (c) comprehension-monitoring, (d) scaffolding, another outcomes (e) results, (f) outcome measures, (g) strategies, (h) conceptual change.
 Contributions: Conclusively, fulfilled key effective intervention as significant gains were mostly observed intervention. versatility makes technique adaptable to learners varying backgrounds, ages levels education.
 Keywords: teaching, interventions, learners, comprehension.
 Cite as: Dew, T. P., Swanto, S., & Pang, V. (2021). intervention: A systematic review. Journal Nusantara Studies, 6(2), 156-184. http://dx.doi.org/10.24200/jonus.vol6iss2pp156-184