Planning and Implementing Collaborative Strategy Instruction with Delayed Readers in Grades 6-10. Technical Report No. 584.

Autor/inn/en	Anderson, Valerie; Roit, Marsha
Institution	Center for the Study of Reading, Urbana, IL.
Titel	Planning and Implementing Collaborative Strategy Instruction with Delayed Readers in Grades 6-10. Technical Report No. 584.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Elementary School Teachers; Instructional Effectiveness; Intermediate Grades; Preservice Teacher Education; Program Descriptions; Reading Difficulties; Reading Instruction; Reading Research; Reading Strategies; Secondary Education; Secondary School Teachers; Special Education + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Mittelstufe; Lehramtsstudiengang; Lehrerausbildung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Leseforschung; Reading strategy; Leselernstufe; Lesetechnik; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This report describes the evolution of an innovative research project in which inservice special education teachers engaged in collaborative strategy instruction with small groups of severely reading-delayed adolescents (ages 12-16). The report emphasizes how teachers' contributions resulted in a unique approach to reading strategy instruction. The report describes the characteristics of the teacher education model and relates the characteristics to experimental findings from research carried out to test the effects of the model. Nine experimental and seven control teachers and their students took part in the study. Experimental teachers received peer support from previously trained teachers and took part in self-evaluative workshops as they applied collaborative reading strategy instruction with their students. An analysis of videotaped pre- and posttest reading sessions showed significant gains in favor of experimental teachers on many dimensions related to fostering strategic reading, which were mirrored by related gains in students. A standardized comprehension test also favored experimental students. The report concludes with a discussion of some of the problems in achieving enduring effects with educational innovations and with suggestions for future research. A table listing teacher shifts toward fostering active reading strategies and intentional learning and a table listing student shifts toward active reading and intentional learning are included. Contains 45 references. (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC