The Effect of Reciprocal Teaching and the Gradual Release of Responsibility Model on Grade 5 Students' Reading Comprehension of Literary Texts

Abstract

Aim: This study determined the effect of Reciprocal Teaching and the Gradual Release of Responsibility (GRR) Model on the reading comprehension of Grade 5 students in literary texts. Methodology: A quantitative quasi-experimental pretest–posttest control group design was employed. The Grade 5 population of Cateel Central Elementary School consisted of 171 students distributed across six intact classes. Using purposive sampling, two intact classes were selected to participate in the study, resulting in a sample of 54 Grade 5 students, with 28 students assigned to the experimental group and 26 students to the control group. The experimental group received instruction using Reciprocal Teaching and the Gradual Release of Responsibility (GRR) Model, while the control group received traditional instruction. A researcher-made 30-item multiple-choice test, validated by experts (Aiken's V = 1.00) and found to have acceptable reliability (KR-20 = 0.79), was administered before and after the intervention. Data were analysed using the mean, an independent-samples t-test, and Hedges' g. Results: Both groups obtained low pretest scores and showed no statistically significant difference before the intervention, indicating comparable baseline reading comprehension. Following the intervention, the experimental group demonstrated significantly higher posttest performance than the control group. The computed Hedges’ g indicated a large effect size, suggesting that the intervention was associated with a strong positive effect on students’ reading comprehension of literary texts. Conclusion: Reciprocal Teaching and the GRR Model were effective in improving the reading comprehension of Grade 5 students in literary texts. The findings support the use of learner-centred and scaffolded instructional strategies to enhance reading comprehension in elementary classrooms.