Journal Articles

The role of structured cooperative learning groups for enhancing Chinese primary students' reading comprehension

Title:
The role of structured cooperative learning groups for enhancing Chinese primary students' reading comprehension
Authors:
- Law, Yin Kum Division of Language and Literature, Faculty of Education, University of Hong Kong
Source:
Educational Psychology, 34(4), 470-494, 2014
Publisher:
Routledge
Year Published:
2014
Education Categories:
- G Curriculum, Teaching & Learning: Specific Disciplines
  - GB English Language
    - GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
- C Psychology & Learning
  - CB Psychology of Learning
Keywords:
Reciprocal Teaching Reading Comprehension Cooperative Learning Cognitive Support
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Primary Education
Abstract:
The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students' reading comprehension, teachers' cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.860216]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 01443410
DOI:
- 10.1080/01443410.2013.860216
Permalink:
https://bibliography.lib.eduhk.hk/bibs/d10aeae2
Entry Date:
2014-10-22