ERIC Number: ED468581
Record Type: Non-Journal
Publication Date: 2002-Jul
Reference Count: N/A
Collaborative Strategic Reading (CSR): Improving Secondary Students' Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.
Bremer, Christine D.; Vaughn, Sharon; Clapper, Ann T.; Kim, Ae-Hwa
This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and students take turns leading a dialogue concerning key features of text through summarizing, questioning, clarifying, and predicting. Reciprocal teaching was developed with the intention of aiding students having difficulty with reading comprehension. CSR is implemented in two phases: teaching the strategies and cooperative learning group activity. During the first phase, students learn four strategies: preview, click and clunk, get the gist, and wrap up. Preview is used before reading the entire text for the lesson and wrap up is used after reading the entire text for the lesson. The other two strategies, click and clunk and get the gist, are used multiple times, after each paragraph, while reading the text. During the second phase, students engage in peer-led cooperative learning groups. Teachers first set the stage for engaging cooperative groups and then select materials for CSR. Procedures during this phase include whole class introduction, cooperative group activities during CSR strategies, and whole class wrap up strategies. (Contains 17 references.) (CR)
Descriptors: Classroom Techniques, Cooperative Learning, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Programs, Reading Skills, Reading Strategies, Secondary Education
For full text: http://www.ncset.org.
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.