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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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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]
Copyright of International Journal of Educational Research is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink><relatesTo>1,2</relatesTo><i> a.thurston@qub.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Craig%2C+Nicole%22">Craig, Nicole</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Research%22">International Journal of Educational Research</searchLink>. 2019, Vol. 94, p1-10. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br />*<searchLink fieldCode="DE" term="%22Eighth+grade+%28Education%29%22">Eighth grade (Education)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: • 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of International Journal of Educational Research is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1016/j.ijer.2019.02.016
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 1
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      – SubjectFull: Group work in education
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Eighth grade (Education)
        Type: general
    Titles:
      – TitleFull: 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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            NameFull: Thurston, Allen
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            NameFull: Cockerill, Maria
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              Text: 2019
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              Value: 94
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            – TitleFull: International Journal of Educational Research
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