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A Cooperative Learning Approach to Elementary Reading and Writing Instruction: Long-Term Effects. Report No. 42.
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Stevens, Robert J.; And Others – 1989
A year-long study determined the long-term effects of a comprehensive learning approach to elementary reading and writing instruction on students' achievement, attitudes, and metacognitive awareness. Subjects, 529 students in 29 second- through sixth-grade classes in a suburban Maryland school district, participated in the Cooperative Integrated…
Descriptors: Cooperative Learning, Elementary Education, Instructional Effectiveness, Longitudinal Studies