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Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students.

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Bibliographic Details
Title: Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students.
Authors: Thurston, Allen1,2 a.thurston@qub.ac.uk, Cockerill, Maria2, Craig, Nicole2
Source: International Journal of Educational Research. 2019, Vol. 94, p1-10. 10p.
Subject Terms: *Group work in education, *Educational attainment, *Eighth grade (Education)
Abstract: • This research reports on a cooperative learning reading intervention with high-school students. • The intervention used peer tutoring with structured patterns of interaction. • Reading was measured using independent standardised measures of reading. • The programme promoted gains in reading attainment for the bottom decile of readers who acted as tutors. A randomized controlled trial of peer tutoring was undertaken in 60 Grade 6/Year 7, and 60 Grade 8/Year 9 classrooms (1299 Grade 6/Year 7 students and 1275 Grade 8/Year 9 students). Grade 8/Year 9 students acted as reading tutors to Grade 6/Year 7 students. Reading attainment was measured with an independent commercially available standardized reading attainment test with two sub-scales, sentence completion and passage comprehension. Results of multi-level modeling indicated significant gains in sentence completion for students acting as tutors in the bottom decile of reading, with no gains, nor deficits observed in the sample as a whole. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:• This research reports on a cooperative learning reading intervention with high-school students. • The intervention used peer tutoring with structured patterns of interaction. • Reading was measured using independent standardised measures of reading. • The programme promoted gains in reading attainment for the bottom decile of readers who acted as tutors. A randomized controlled trial of peer tutoring was undertaken in 60 Grade 6/Year 7, and 60 Grade 8/Year 9 classrooms (1299 Grade 6/Year 7 students and 1275 Grade 8/Year 9 students). Grade 8/Year 9 students acted as reading tutors to Grade 6/Year 7 students. Reading attainment was measured with an independent commercially available standardized reading attainment test with two sub-scales, sentence completion and passage comprehension. Results of multi-level modeling indicated significant gains in sentence completion for students acting as tutors in the bottom decile of reading, with no gains, nor deficits observed in the sample as a whole. [ABSTRACT FROM AUTHOR]
ISSN:08830355
DOI:10.1016/j.ijer.2019.02.016