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Evaluations of Technology-Assisted Small-Group Tutoring for Struggling Readers
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Madden, Nancy A.; Slavin, Robert E. – Reading & Writing Quarterly, 2017
This article reports on 2 experiments in inner-city Baltimore evaluating a computer-assisted tutoring approach, Tutoring With Alphie (TWA), in which 1 paraprofessional can work with up to 6 children at a time. In Study 1, we randomly assigned 14 schools to receive TWA or to continue with whatever approaches they were currently using. Each…
Descriptors: Computer Assisted Instruction, Educational Technology, Tutoring, Randomized Controlled Trials
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers with and without Additional Mini-Skills Lessons.
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Mathes, Patricia G.; Babyak, Allison E. – Learning Disabilities: Research & Practice, 2001
A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in…
Descriptors: Beginning Reading, Cooperative Learning, Elementary Education, Learning Disabilities
Implementing Cooperative Learning: A Field Study Evaluating Issues for School-Based Consultants.
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Bramlett, Ronald K. – Journal of School Psychology, 1994
Implemented structured cooperative-learning strategy for reading, Cooperative Integrated Reading and Composition (CIRC), in nine third-grade classes (n=198) and compared with nine control group classes (n=194). CIRC group outgained controls on Reading Comprehension as measured by California Achievement Test. When groups were divided into reading…
Descriptors: Cooperative Learning, Elementary School Students, Grade 3, Learning Strategies
Using Student Team Reading and Student Team Writing in Middle Schools: Two Evaluations.
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Stevens, Robert J.; Durkin, Scott – 1992
Two studies evaluated the use of the Student Team Reading (STR) and Student Team Writing (STW) program in urban middle schools. The first study investigated the use of STR in 20 experimental sixth-grade classes in three schools matched with 39 classes in three control schools. The second study investigated the use of STR and STW in sixth, seventh,…
Descriptors: Cooperative Learning, Instructional Effectiveness, Junior High Schools, Middle Schools
Motivating Reading and Writing in Diverse Classrooms: Social and Physical Contexts in a Literature-Based Program. NCTE Research Report No. 28.
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Morrow, Lesley Mandel – 1996
An 8-month study tracked 166 second graders of various ethnic backgrounds in an urban setting while they were being motivated to read through a literature-based reading and writing program. The classrooms in which the research was conducted used basal readers and did not have well-designed literacy centers. Collaboration was not an integral part…
Descriptors: Active Learning, Childrens Literature, Childrens Writing, Classroom Environment
The Effects of Cooperative Learning and Direct Instruction in Reading Comprehension Strategies on Main Idea Identification.
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Stevens, Robert J.; And Others – Journal of Educational Psychology, 1991
The impact of direct instruction on reading comprehension strategies and the degree to which cooperative learning processes enhanced students' learning of strategies were studied using 486 third and fourth graders in Pennsylvania. Subjects identified main ideas of passages. Pretest-posttest data highlight the significant impact of direct…
Descriptors: Cognitive Psychology, Cooperative Learning, Elementary Education, Elementary School Students