شبكة المعلومات العربية التربوية

This study was conducted in an attempt to investigate the effectiveness of reciprocal teaching in the development of some listening comprehension skills among fifth elementary grade students. To achieve the goal of the study, the researcher used a quasi-experimental research design. This required the researcher to design experimental and control groups and prepare materials including a list of listening comprehension strategies appropriate for students in the fifth grade, tests which measure the students’ listening comprehension and a teacher’s guide for reciprocal teaching. After validating the study tools and research materials, the study was conducted on a sample of 48 students representing both experimental and control groups. There were 24 students in each group. After conducting pre- and post-tests, the study showed that there were statistically significant differences at the level of (0.01) in the achievement of metacognitive comprehension skills related to listening (direct literal, deductive, critical, creative and comprehension skills in general). The study concluded with several recommendations, including encouraging teachers to apply the reciprocal teaching strategy in the development of comprehension skills and reviewing the activities associated with listening subjects by focusing on developing the appropriate listening comprehension skills for each public education stage. (Published abstract)