A Cooperative Learning Approach to Elementary Reading and Writing Instruction: Long-Term Effects. Report No. 42.

Autor/inn/en	Stevens, Robert J.; und weitere
Institution	Center for Research on Elementary and Middle Schools, Baltimore, MD.
Titel	A Cooperative Learning Approach to Elementary Reading and Writing Instruction: Long-Term Effects. Report No. 42.
Quelle	(1989), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Elementary Education; Instructional Effectiveness; Longitudinal Studies; Metacognition; Reading Attitudes; Reading Instruction; Reading Research; Reading Strategies; Special Education; Writing Instruction; Writing Strategies; Maryland + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Elementarunterricht; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading behavior; Rading behaviour; Leseverhalten; Leseunterricht; Leseforschung; Reading strategy; Leselernstufe; Lesetechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Schreibunterricht; Schreibtechnik
Abstract	A year-long study determined the long-term effects of a comprehensive learning approach to elementary reading and writing instruction on students' achievement, attitudes, and metacognitive awareness. Subjects, 529 students in 29 second- through sixth-grade classes in a suburban Maryland school district, participated in the Cooperative Integrated Reading and Composition (CIRC) program in which they worked in heterogeneous learning teams on a series of reading and writing activities related to basal stories. Teachers also provided students with direct instruction on comprehension and metacomprehension strategies. Results indicated: (1) significant effects in favor of CIRC on standardized achievement measures of reading vocabulary, reading comprehension, and language mechanics; and (2) greater metacognitive awareness for the CIRC students at the end of the year than for their traditionally instructed peers. In addition, special education students who were mainstreamed into CIRC classes had higher achievement on standardized tests, and were more socially accepted by their peers, than were comparable special education students in traditional settings. (Five tables of data are included; 40 references, an index of reading awareness, and an attitude questionnaire are attached.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC