A study examined a comparison of the effectiveness of cooperative learning in small groups with whole classroom instruction using the Directed Reading Thinking Activity (DRTA) during reading. Subjects for the 8-week study were 53 sixth-graders from 2 classes in Brooklyn, New York. The stories used all came from the same basal reader. A reading comprehension test was given each child after each story was completed. Children in cooperative learning groups read stories on their own and wrote any questions or comments in their reading log. The next day, each group met to discuss the story. Students worked in groups for approximately 4 weeks. For the next 4 weeks, the students continued to read, using the DRTA strategy, and when the story was completed the children read and answered questions about the story independently. A reading comprehension test was again given after the completion of each story. Results indicated that the majority of children in the cooperative reading groups scored higher on their reading comprehension tests than when they used the DRTA. Findings suggest that cooperative learning can be used as an instructional strategy whereby students can improve their reading comprehension. (Contains 2 tables of data; related research, 17 references, and cooperative learning scores are appended.) (CR)
Authors
- Peer Reviewed
- F
- Publication Type
- ['Dissertations/Theses - Masters Theses', 'Reports - Evaluative']
- Published in
- United States of America
Table of Contents
- Presented in Partial Fulfillment of the Requirem 2
- Kean College of New Jersey 2
- May 1997 2
- Abstract 3
- Acknowledgments 4
- I would like to thank Dr. Albert Mazurkiewicz Chairperson of 4
- II. Acknowledgments 6
- Procedures 6
- VI. Study Techniques Related Literature 6
- Table I 7
- Samples Pre and Posttests 7
- Table II 7
- Means Standard Deviations and t of the Samples 7
- Affect and motivation play a significant if not paramount role in 9
- Sharan Ackerman1992. 9
- Mason 1983. 10
- Searl 1991. 10
- Approximately fifteen students from the group speak little or no English. 11
- English as a Second Language. 11
- These stories used with the D.R.T.A. strategies were Champions by 12
- Gold by Alvin Schwartz. 12
- Some of these questions that precede each selection tap into students prior 12
- As can be seen in Table I there was a difference of 4.47 points 16
- Samples Pre and Posttests 16
- Means Standard Deviations and t of the Samples 17
- D.R.T.A. 78.36 17
- Cooperative 17
- Cooperative Learning Strategies on 18
- Reading Comprehension Related Research 18
- 61 accuracy rate. 23
- 54.13 51.56 and 50.63. For the retention test the scores were 37.13 34.56 24
- For the individualistic post tests the scores were 43.63 45.78 and 24
- 40.60. For the retention test the scores were 28.51 24.78 and 19.63 24
- In study one 461 3rd and 4th grade students in 21 classes were chosen 26
- The subjects were 450 3rd and 4th grade students in 22 classes. Of 27
- Humprehys Johnson Johnson researched the effects on students 34
- The two dependent variables were used students achievement and 36
- The mean scores on achievement measures were as follows The score 36
- 54.00 and 62.87. The scores for the retention test were 24.07 17.29 and 36
- 20.20 respectively. 36
- Trait- Anxiety Inventory for children. 39
- F1382 3.49p .07 and total score F 1382 4.77 p .03. 39
- Reader Series. Reading Research Quarterly 42
- Evans P. Gatewood T. Green G. 1993. Cooperative 42
- Nystrand M. Gamoran A. Heck M. J. 1993. Using Small 42
- 82 14-22. 42
- Achievement of Elementary School Children in Small- Group 42
- 64 31-33. 43
- Stevens R. J. Madden N.A. Slavin R.E. Famish A. N. 1981. 43
- Stevens R.J. Slavin R.E. Famish A.N.1991 The Effects of 43
- Reading 43
- Press. 43
- R. 1985. Oral Discussion Group 43
- Appendices 44
