Efficacy of Collaborative Strategic Reading with Middle School Students

Autor/inn/en	Vaughn, Sharon; Klingner, Janette K.; Swanson, Elizabeth A.; Boardman, Alison G.; Roberts, Greg; Mohammed, Sarojani S.; Stillman-Spisak, Stephanie J.
Titel	Efficacy of Collaborative Strategic Reading with Middle School Students
Quelle	In: American Educational Research Journal, 48 (2011) 4, S.938-964 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211410305
Schlagwörter	Reading Comprehension; Reading Fluency; Language Arts; Reading Teachers; Inferences; Reading Aloud to Others; Cooperative Learning; Middle School Students; Metacognition; Reading Strategies; Comparative Analysis; Reading Instruction; Colorado; Texas + Suchen Sie Ihr Suchwort? Leseverstehen; Sprachkultur; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Inference; Inferenz; Kooperatives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht
Abstract	The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher had an uneven number of classes, we assigned extra classes to treatment. The total number of classes randomized was 61, with 34 treatment and 27 comparison. Treatment students received a multicomponent reading comprehension instruction (collaborative strategic reading) from their English/language arts/reading teachers that included teaching students to apply comprehension strategies in collaborative groups for 18 weeks, with approximately two sessions per week. Findings indicated significant differences in favor of the treatment students on the Gates-MacGinitie Reading Comprehension Test but not on reading fluency. (Contains 8 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10