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

TitleThe role of structured cooperative learning groups for enhancing Chinese primary students' reading comprehension
Authors
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2014, v. 34, p. 470-494 How to Cite?
AbstractThe 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.
Persistent Identifierhttp://hdl.handle.net/10722/199277
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_US
dc.date.accessioned2014-07-22T01:10:42Z-
dc.date.available2014-07-22T01:10:42Z-
dc.date.issued2014en_US
dc.identifier.citationEducational Psychology, 2014, v. 34, p. 470-494en_US
dc.identifier.issn0144-3410-
dc.identifier.urihttp://hdl.handle.net/10722/199277-
dc.description.abstractThe 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.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_US
dc.relation.ispartofEducational Psychologyen_US
dc.titleThe role of structured cooperative learning groups for enhancing Chinese primary students' reading comprehensionen_US
dc.typeArticleen_US
dc.identifier.emailLaw, YK: yklaw@hku.hken_US
dc.identifier.authorityLaw, YK=rp00922en_US
dc.identifier.doi10.1080/01443410.2013.860216en_US
dc.identifier.hkuros231273en_US
dc.identifier.volume34en_US
dc.identifier.spage470en_US
dc.identifier.epage494en_US
dc.identifier.isiWOS:000335943800004-
dc.publisher.placeUnited Kingdom-

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