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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ446648
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Effects of Two Cooperative Conditions on Peer-Group Discussions, Reading Comprehension, and Metacognition.
Meloth, Michael S.; Deering, Paul D.
Contemporary Educational Psychology, v17 n2 p175-93 Apr 1992
Task-related talk, reading comprehension, and metacognition of 219 third grade students were examined over a 4-week period in classrooms assigned to reward (encouragement through team recognition) or strategy (discussions directed toward task content) conditions. The role of task related talk and efficacy of focusing strategies are discussed. (SLD)
Descriptors: Cooperative Learning, Elementary Education, Elementary School Students, Grade 3, Group Discussion, Instructional Effectiveness, Metacognition, Peer Groups, Reading Comprehension, Rewards, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Focusing Strategies; Task Related Talk