Open Access Graduate Research Paper
Group work in education; Reading (Primary);
The outcomes of Chapter 1 students involved in a cooperative group structure during reading were investigated. The study was conducted in a Chapter 1 classroom with two groups of second-grade students. A total of 8 subjects were involved in the study. During the 10-week study, each group was exposed to the experimental treatment for a 5-week period and the control treatment for 5 weeks. A cooperative group structure was implemented during the experimental treatment, with students working in dyads to complete assigned tasks. In the control treatment, students worked in a homogeneous ability group structure and follow-up work was completed independently. Samples of student work, tape-recorded retellings, observations of student-to-student interaction, and informal student interviews were collected and analyzed. Data were gathered regarding: (a) academic achievement in vocabulary and comprehension; (b) the effects of student-to-student interaction; and (c) affective aspects, such as social skills and attitudes. Results indicated higher achievement in identification of vocabulary words when participating in a cooperative group structure. Student-to-student interaction facilitated the use of reading strategies and verbalization of ideas during oral reading. A considerable increase of on-task behavior was observed during involvement in the cooperative group structure in comparison to the control treatment. Students expressed positive attitudes toward learning in the cooperative situation.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Jeannie L. Steele
1 PDF file (76 leaves)
©1990 Lori A. Gross
Gross, Lori A., "The effects of a cooperative group structure on low-achieving students in the area of reading" (1990). Graduate Research Papers. 2455.