الفهرس 
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Abstract
Introduction
This chapter provides a summary and conclusions based on the study results. This summary includes: the hypotheses of the study, pedagogical implications, Limitations. In addition, recommendations and suggestions for further studies are presented.
Conclusion:
The present Study investigated the effect of a suggested strategy combining reciprocal teaching and graphic organizers on developing some reading comprehension skills in English for second year prep school pupils. Results are encouraging as far as the suggested strategy is concerned. They revealed that the use of the suggested strategy positively enhanced the participants’ reading comprehension skills. The suggested strategy also provides pupils with a safe learning environment where the teacher and peers provide scaffolding for all learners who were encouraged to cooperate and interact at the three stages of reading. In this atmosphere, pupils played an active role in the reading process.
Hypotheses of the study
Nine hypotheses were investigated in this study
The study hypotheses were as follows:
1- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of finding the main idea of a passage in favor of the experimental group.
2- There is a statistically significant difference between the post test mean scores of the experimental group and the control group on in the skill of identifying the topic sentence and supporting sentences in a certain paragraph in favor of the experimental group.
3- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of suggesting a suitable title in favor of the experimental group.
4- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of scanning; find a certain piece of information which serves as a short answer to a question requiring it in favor of the experimental group.
5- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of guessing what’s missing in a sentence depending on the context in favor of the experimental group.
6- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of finding pronoun references in a certain passage in favor of the experimental group.
7- There is a statistically significant difference between the post test mean scores of the experimental group and the control group in the skill of guessing the meaning of a word through the context in favor of the experimental group.
8- There is a statistically significant difference between the post test mean scores of the experimental group and the control group on overall reading comprehension test scores in favor of the experimental group.
9- There is a statistically significant difference between the pre and the post test mean scores of the experimental group in favor of the post test mean scores.
The study results were positive and all the hypotheses of the current study were supported. This means that the suggested strategy was effective in developing the reading comprehension skills of the experimental group.
Pedagogical Implications:
The primary pedagogical implications based on the preceding discussion are:
1- The study revealed that the suggested strategy combining reciprocal teaching and graphic organizers is effective in developing English reading comprehension skills of second year prep school pupils.
2- The study revealed the importance of scaffolding in teaching English skills.
3- The study indicated that EFL teachers should provide pupils with explicit strategy instruction in which pupils are not only informed what strategies are ,but also taught how, why and when to use them.
4- The study demonstrated that EFL teachers should help pupils be motivated in English reading through involving them in strategy learning. If pupils shift from a passive role to an active one to read strategically, they will arouse their interest in English reading.
Limitations
The present study has some limitations .These limitations can be summed up in the following points:
• Some of the pupils did not like group work. This problem was overcome through assigning roles to pupils in the group
• Some of the pupils did not want to participate. This problem was overcome through supporting pupils and giving them incentives.
Recommendations
In the light of the present study results, the researcher recommends the following:
1. The presented strategy can be adopted for teaching reading comprehension to students at the prep stage and other stages.
2. Reading comprehension should be given a great importance and emphasized in English classes. More time should be exerted to develop the main skills and sub-skills.
3. Teachers need to be provided with training to explore the usefulness of the suggested strategy in teaching reading comprehension.
4. Teachers need support in understanding and adjusting to the new way of teaching, especially when they are used to the transmitting mode of instruction. Therefore, it is crucial for the teachers to understand the changing role from an authoritative figure to the role of facilitator or mentor as required by the suggested strategy.
5. Students should be offered enough opportunities to practice more activities on reading comprehension.
Suggestions for further research:
In the light of the present study results, the researcher suggests the following further studies:
1. The effect of a suggested strategy combining reciprocal teaching and graphic organizers on developing other language skills, e.g., speaking, listening and writing.
2. The effect of a suggested strategy combining reciprocal teaching and graphic organizers at other stages (primary, secondary and university) on developing some reading comprehension skills in English .
4. The effect of a suggested strategy combining internet reciprocal teaching and graphic organizers on developing some reading comprehension skills in English for prep school pupils.
5. The effect of a suggested strategy combining reciprocal teaching and graphic organizers on developing prep pupils’ creative reading.