ERIC Number: EJ968008
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers
Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa
Reading & Writing Quarterly, v28 n3 p279-306 2012
This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning.
Descriptors: Reading Comprehension, Cooperation, Reading Difficulties, Literacy, Internet, Reciprocal Teaching, Reading Instruction, Cooperative Learning, Student Empowerment, Models, Educational Technology, Computer Uses in Education, Peer Teaching, Grouping (Instructional Purposes), Elementary School Students, Middle School Students, At Risk Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A