The Effect of the Reciprocal Teaching Procedure (RTP) on Enhancing EFL Students' Reading Comprehension Behavior in a University Setting
Khalaf Al-Makhzoomi, Saleh Freihat

Abstract
The present study aimed at investigating the effectiveness of the Reciprocal Teaching Procedure (RTP), a reading comprehension instructional technique, on enhancing 50 students' reading comprehension behavior in a university setting. The researchers used the Nelson Denny Reading Test (NDRT), forms G and H as pre-and post – tests to assess subjects' reading comprehension behaviors before and after the (RTP) sessions. Subjects completed pre-and post – questionnaires to record information about their general and EFL backgrounds as well as their attitudes to reading before and after the implementation of (RTP) sessions. Comparison of the results of the pre- and post – tests and questionnaires showed a marked improvement in the students' reading comprehension behavior. The students also believed the (RTP) was beneficial to their reading comprehension in an EFL university setting throughout the study. (125) wds.

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