ERIC Number: ED328902
Record Type: Non-Journal
Publication Date: 1989-Nov
Reference Count: N/A
The Effects of Cooperative Learning and Direct Instruction in Reading Comprehension Strategies on Main Idea Identification. Report No. 44.
Stevens, Robert J.; And Others
A study investigated the impact of direct instruction on reading comprehension strategies and the degree to which cooperative learning processes enhance students' learning of strategies. Subjects, 486 third- and fourth-grade students in four elementary schools from an ethnically diverse school district in a medium-sized city in central Pennsylvania, were assigned to instructional treatments on strategies for identifying the main idea of passages. Treatments involved cooperative learning with direct instruction, direct instruction alone, and a traditionally instructed control group. Both groups who received direct instruction on main idea strategies performed significantly better than did the control students in identifying main ideas of passages. Students who also used cooperative learning processes to summarize and explain the strategies to one another performed significantly better than did the students who received only direct instruction on the strategies. (Three tables of data are included; 38 references are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Elementary and Middle Schools, Baltimore, MD.
Identifiers - Location: Pennsylvania