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ERIC Number: ED478463
Record Type: RIE
Publication Date: 2003-May
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Reading Comprehension through Cooperative Learning.
Caposey, Tracey; Heider, Barbara
This report describes a program for improving reading comprehension through cooperative learning. The targeted population consisted of elementary and middle school students in growing middle class communities, located in northern Illinois. The problems of reading comprehension in content areas were documented through teacher observation and student test scores. Analysis of probable cause data revealed that students showed a needed improvement in reading comprehension related to retention of vocabulary. Faculty reported student difficulties in transfer of reading skills to content area subjects. This may have been due to a lack of vocabulary mastery. Reviews of instructional strategies demonstrated a need for improving teaching techniques. A review of solution strategies suggested by knowledgeable others, in addition to an analysis of the problem setting, demonstrated a need for the selection of an appropriate intervention: a cooperative learning technique designed to improve reading comprehension skills while mastering vocabulary. The intervention was implemented for a period of 10 weeks. During that time teachers repeatedly observed a cooperative atmosphere in their classrooms. Post-intervention data indicated improvement in mastery of vocabulary skills and reading comprehension using the cooperative learning method of teaching. Educators, students, and parents were pleased with the success of the intervention. Appendixes contain permission forms, parent and student surveys, a sample pre-test, an observation checklist, a sample post-test, and post-intervention parent and student surveys. (Contains 38 references, 2 tables, and 3 figures.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Master of Arts Action Research Project, Saint Xavi