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

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

• Law, Yin Kum Division of Language and Literature, Faculty of Education, University of Hong Kong

Educational Psychology, 34(4), 470-494, 2014

Routledge

2014

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學
• C 教學心理學
  • CB 學習心理

Reciprocal Teaching Reading Comprehension Cooperative Learning Cognitive Support

• Hong Kong

• 1997.7 onwards

• 小學教育

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]

• 英文

期刊論文

• 01443410

• 10.1080/01443410.2013.860216

https://bibliography.lib.eduhk.hk/tc/bibs/d10aeae2

2014-10-22