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

    Research output: Contribution to journalArticle

    Early online date

    Standard

    Harvard

    APA

    Vancouver

    Author

    Bibtex

    @article{ca21b3e809e34339978bf56f462cb4dd,
    title = "Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students",
    abstract = "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.",
    keywords = "peer tutoring,, paired reading,, schools,, cooperative learning",
    author = "Allen Thurston and Maria Cockerill and Nicole Craig",
    year = "2019",
    month = "3",
    day = "12",
    doi = "10.1016/j.ijer.2019.02.016",
    language = "English",
    volume = "94",
    journal = "International Journal of Educational Research",
    issn = "0883-0355",
    publisher = "Elsevier BV",

    }

    RIS

    TY - JOUR

    T1 - Using cooperative learning to close the reading attainment gap for students with low literacy levels for Grade 8/Year 9 students

    AU - Thurston, Allen

    AU - Cockerill, Maria

    AU - Craig, Nicole

    PY - 2019/3/12

    Y1 - 2019/3/12

    N2 - 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.

    AB - 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.

    KW - peer tutoring,

    KW - paired reading,

    KW - schools,

    KW - cooperative learning

    U2 - 10.1016/j.ijer.2019.02.016

    DO - 10.1016/j.ijer.2019.02.016

    M3 - Article

    VL - 94

    JO - International Journal of Educational Research

    T2 - International Journal of Educational Research

    JF - International Journal of Educational Research

    SN - 0883-0355

    ER -

    Download

    Download as: RIS