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The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.\u003Cbr>Keywords: Reciprocal teaching, self-efficacy, reading comprehension. |\n| --- |\n| E-mail: [selen.yazgunoglu@ahievran.edu.tr](selen.yazgunoglu@ahievran.edu.tr). |\n\nINTRODUCTION  \nIt is inevitable for an individual to have reading comprehension skills to be equipped with the features required by the age and to be a lifelong learner. One of the main purposes of reading is to make sense of the text. When you read a text, the most effective way to understand that text is to use reading strategies. Reading strategies should be taught directly to students (Borko and Putnam, 1996; Duffy, 2002; McNamara, 2009; Pressley et al. , 2006) . However, it is known that teachers do not spare enough time to teach reading strategies in a regular classroom and they have limited knowledge in strategy teaching (Ness, 2008; Ness, 2011; Pressley, 2006; Rosenfield and Berninger, 2009; Sailors, 2009) . Some researchers anticipate that future teachers as well may not be successful in teaching reading strategies.(DeGraff et al. , 2015) . In this case, it is thought that thereis a need for experimental pedagogy research on reading strategies that can guide teachers.  \nAlthough reciprocal teaching (RT) has been around for some time in New Zealand and the USA and has become increasingly popular in the UK in recent years (Gilbert, 2018) . It is still relatively unknown and not used much in Turkey. Therefore, this study is aimed to contribute to the international literature while inspiring researchers in Turkey. When the past RT studies are examined, it is noteworthy that although many RT studies have been conducted with secondary education (Gilbert, 2018; Klinger et al. , 2015; Okkinga et al. , 2018) and higher education students (Freihat and Al-Makhzoomi, 2012; Huang and Yang, 2015; Koch and Spörer, 2017; Navaie, 2018 ; Reshadi-Gajan et al. , 2020), there are not enough studies with young children. For this reason, such a study has been designed with primary school 2nd-grade pupils, who can be considered as a young age group. It is thought that this research will contribute and inspire researchers who study reading strategy instruction, self-  \nAfr Educ Res J 680  \nefficacy and pedagogy, pre-service and in-service teachers, reading and comprehension.  \nReading is a meaning-making process that involv","cbCaiuldoY4TJAWt","https://ap.wps.com/l/cbCaiuldoY4TJAWt","pdf",217336,"English","# Abstract\n# Introduction\n## Reading comprehension and reading strategies\n## Reciprocal teaching and its rationale\n## Self-efficacy and learning persistence\n## Reciprocal teaching strategies","[{\"question\":\"What is the study investigating about reciprocal teaching?\",\"answer\":\"The study examines how reciprocal teaching affects pupils’ perceived reading comprehension self-efficacy.\"},{\"question\":\"How was the research designed and who participated?\",\"answer\":\"It used a pre-post test experimental design with a control group, with qualitative input from intervention-group students and the classroom teacher. Participants were typically developing 2nd-grade pupils from a Turkish state primary school (n=34).\"},{\"question\":\"What were the key findings regarding reading comprehension self-efficacy?\",\"answer\":\"There was no statistically significant difference between the post-test scores of the intervention and control groups. However, observational evidence emphasized positive effects on pupils’ reading comprehension.\"}]","The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils - Research paper | PDF",1792071019]