understanding of the ReQuest technique rules, build students interest to this technique, introduce related vocabulary, and develop some background for
understanding the message. In this research, in order to build students’ interest in ReQuest
technique, the teaching learning process is supported by teaching aids, for example pictures, charts, realia, and technological aids in order to make the
students reach reading comprehension efficiently.
4. Stages in Teaching Reading
In order to make the structured teaching of reading, the researcher divides the classroom activities step by step. In this case, there are three main stages in
teaching reading as follows: 1. Pre reading activity
This activity is done before the students read the text. The aim of this activity is to lead students to predict the “content” of the reading text. In this
stage, the teacher gives the brainstorming related to the texts that will be given. Because of being asked their predictions, the students’ background knowledge or
their schemata is considered important in doing this activity. Based on http:www.greece.k12.ny.usinstructionela612ReadingReading20Strategiesr
eciprocal20teaching.htm the possible questions can be: “What do you think the story is about?”
“Who do you think is the main character?” “What do you think will happen? Why do you think that?”
2. While reading activity Asking questions as students read is appropriate for all readers, but it is
especially helpful for more independent readers. These questions encourage students to continue reading for a purpose and help them to comprehend the text.
These questions should be used at important points in the story. The examples of questions are:
“What do you think will happen next?” “How do you think the problem will get solved?”
This is the main activity, there are three functions of this activity, for instances: a. To help understanding of the writer’s purpose
b. To help understanding of the text structure c. To clarify text content
The teacher should help the students in such a way that they learn to read efficiently and develop their reading comprehension. It is necessary for lower
level students to listen to their teacher reading or a tape in order to understand better.
3. Post reading activity This activity is done after the students complete the reading the text. It is
generally used to train the students to do a new ability related to comprehend the texts. Asking questions at the end of a story allows the students to reflect on their
reading and to relate it to their own experiences. It also allows the teacher to see how well the students have understood what they had read and whether they have
grasped the main ideas. The questions can be:
“Tell me the story in your own words.” “Were your guesses right?”
“What surprised you the most in the story?” “What did you like best about the story? Why?”
“Who was your favorite character? Why?” “How would you change the ending?”
5. Guidelines for Preparing Questions
