Lingo society undergoes versatile changes in the arena of Reading strategies. The present study investigates differences of these strategies, evolves the research avowal “The Reciprocal Reading Strategy to improve Reading comprehension in self-directed learning”. The strategy applied to check the improvement was; “RRS”, a structured method of guided reading. RRS and CRM were applied to see the differences of strategies; in English subject. It was experimental study.200 Students from the District Mardan were selected through stratified random sampling technique. G1 was taught with RRS while G2 was taught by using CRM. From pretest it was found that both groups proficiency level are same as the target strategy (RRS) stood stagnant being not applied initially. The posttest analysis depicted t- value 11.498; p- value .000 ;G1 scores remains 6.65662 while G2 4.57909 and mean of score differences 9.29000 were at significant level of 0.05 so the null hypothesis was rejected and alternative was accepted

The objective of this research exercise is to examine how reciprocal teaching affects 7th-grade students reading motivation in the subject of English. To meet the desired objective, the study employed a quasi-experimental design. The intact classes were randomly allocated to the experimental and control group. The experimental group was instructed with reciprocal teaching strategies, while the control group was taught with the traditional method. The Motivations for Reading Questionnaire (MRQ) was administered before and after the intervention. The study employed Pretest-Posttest Nonequivalent Control Group Design for data collection. The data was analyzed using the independent sample and paired sample t-test. The results of the study revealed that the motivation level of students who were taught with reciprocal teaching is significantly higher than those students who were taught with the traditional method. These results suggest that reciprocal teaching should be incorporated in teacher education programs as appropriate instructional practice for reading.