Hatameh Sharbati - Department of English Language Teaching, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran
Ali Derakhshan - Assistant Professor at Golestan University, Department of English Language and Literature, Gorgan, Iran

Reading comprehension is one of the most important activities in students’ achievement. Due to the importance of the reading skill and the existing need in improving it, teachers should search the best techniques to equip their teaching instruction, methods, and resources to enhance it (Tarshaei &Karbalaei, 2015). The purpose of this review article is to investigate the effect of reciprocal teaching on Iranian pre-intermediate EFL learners’ reading comprehension. Reciprocal teaching is one of the reading strategy instructions which enhances the students’ reading comprehension. It consists of four basic reading strategies: predicting, questioning, clarifying, and summarizing (Palincsar & Brown, 1984). This review article aims to define the key words, elaborate reciprocal teaching and its theoretical framework, explain reading comprehension, follow it explain the models of reading process, discuss relationship between reciprocal teaching and reading comprehension, and mention the empirical studies on reciprocal teaching. Since reciprocal teaching strategies seems to have facilitated the process of comprehension, its application can be proposed to reinforce EFL students reading comprehension ability.

Reciprocal Teaching, Reading Comprehension