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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
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
FullText Text:
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  Data: Using Cooperative Learning to Close the Reading Attainment Gap for Students with Low Literacy Levels
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  Data: 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
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: 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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    Languages:
      – Text: English
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      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: High School Students
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      – SubjectFull: Low Achievement
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      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Effect Size
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Control Groups
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Tutoring
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      – TitleFull: Using Cooperative Learning to Close the Reading Attainment Gap for Students with Low Literacy Levels
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            NameFull: Cockerill, Maria
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            NameFull: Craig, Nicole
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              Type: published
              Y: 2016
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