Using Cooperative Learning to Close the Reading Attainment Gap for Students with Low Literacy Levels
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| Title: | Using Cooperative Learning to Close the Reading Attainment Gap for Students with Low Literacy Levels |
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| Language: | English |
| Authors: | Thurston, Allen, Cockerill, Maria, Craig, Nicole |
| Source: | AERA Online Paper Repository. 2016. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Cooperative Learning, Reading Achievement, Achievement Gap, High School Students, Low Achievement, Reading Improvement, Effect Size, Experimental Groups, Control Groups, Outcomes of Education, Peer Teaching, Tutoring |
| Abstract: | Cooperative learning in reading was undertaken with 1299, Grade 6 students and 1275, Grade 8 students drawn from 120 classes in 10 high school settings. Grade 8 students acted as peer tutors to Grade 6 students in a 16-week long randomized controlled trial (60 intervention and 60 control classes). Data analyzed through hierarchical linear multi-level modeling indicated significant benefits of the technique on reading attainment to students in the bottom reading attainment decile at pre-test. These students recorded a significant Effect Size=+0.49, compared to students in the control group. Results indicated that cooperative learning might be effective at closing the attainment gap for low attaining students, but effects did not generalize in the manner previously reported in elementary school. |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2018 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED586793 |
| Database: | ERIC |
| Abstract: | Cooperative learning in reading was undertaken with 1299, Grade 6 students and 1275, Grade 8 students drawn from 120 classes in 10 high school settings. Grade 8 students acted as peer tutors to Grade 6 students in a 16-week long randomized controlled trial (60 intervention and 60 control classes). Data analyzed through hierarchical linear multi-level modeling indicated significant benefits of the technique on reading attainment to students in the bottom reading attainment decile at pre-test. These students recorded a significant Effect Size=+0.49, compared to students in the control group. Results indicated that cooperative learning might be effective at closing the attainment gap for low attaining students, but effects did not generalize in the manner previously reported in elementary school. |
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