This study examined whether the simple view of reading framework is consistently applicable among high school Korean EFL learners. In addition, it was investigated whether an oral reading fluency component is an efficient predictor for reading comprehension on top of decoding skills and linguistic comprehension skills. Thirty tenth-grade students in Korean high school were selected as participants in this research, and their decoding skills, listening comprehension, oral reading fluency, and reading comprehension in English were assessed. The data demonstrated that decoding was not an important component in predicting English reading proficiency, which does not support the original version of the simple view of reading. Instead, it was revealed that oral reading fluency had a strong predictive power of reading comprehension. Furthermore, it was found that the model should be modified as an additive model (listening comprehension + fluency) instead of a productive one. The result is discussed with respect to reading comprehension, taking into account learners’ grade level and EFL learners’ English education circumstances.

The Simple View of Reading

TWO STUDIES were conducted to evaluate a comprehensive cooperative learning approach to elementary reading and writing instruction: Cooperative Integrated Reading and Composition (CIRC). In CIRC, thirdand fourth-grade students worked in heterogeneous learning teams for all reading, language arts, and writing activities. In reading, students worked with partners during follow-up times on partner reading, decoding, story structure, prediction, and story summary activities related to the basal stories. Students also received direct instruction on comprehension and metacomprehension activities, followed by team practice. In writing and language arts, students used a process approach to writing, and participated in peer conferences during planning, revising, and editing stages of the process. Students also received direct instruction followed by team practice on language mechanics and language expression activities, which were integrated with the students' writing activities. The authors found significant effects in favor of the CIRC students on standardized measures of reading comprehension, reading vocabulary, language mechanics, language expression, and spelling. The CIRC students also performed better on writing sample and oral reading measures.

/pdf/cooperative-integrated-reading-and-composition-two-field-4mf8my2usz.pdf

Cooperative Integrated Reading and Composition: Two Field Experiments. Report No. 10.

Zeitschrift fur Padagogik 48 (2002) 2, S. 227-241\nPadagogische Teildisziplin: Erwachsenenbildung / Weiterbildung; Fachdidaktiken; \nals elektronischer Volltext verfugbar

Mit Training vom Tragen Wissen zum Kompetenten Handeln? (With Training from Inert Knowledge to Competent Acting?).

Cooperative learning is an evidence-based teaching strategy. In cooperative learning, teachers structure students’ interactions and prepare them for cooperation so that students work together in sm...

Cooperative Learning as an Evidence-Based Teaching Strategy: What Teachers Know, Believe, and How They Use It.

With advancements in educational technologies, e-learning platforms have evolved to provide learning environments to the privileged and under-privileged population so that they can learn at their own pace. The success of these systems relies on engaging experience and timely and accurate feedback to the students on their performance. Still, these systems suffer from high student dropouts, often due to a lack of personalization in student interactions. While students show different collaborative behavior, i.e., some students are social, and like discussions, while others are self-oriented and do not participate in any collaborative activity, the feedback and interactions with students are generally not customized based on their type of collaborative behavior. This research aims to develop a method that provides adaptive feedback to each student according to their type of collaborative behavior and preferred gamification elements. Two experiments were performed to evaluate the system, and the results show that the system, with adaptive feedback, significantly improved student performance.

/pdf/an-adaptive-feedback-system-to-improve-student-performance-qilc63arvi.pdf

An Adaptive Feedback System to Improve Student Performance Based on Collaborative Behavior

High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schunemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.

Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension...

A Path Analytic Test of the Reading Strategies Mediation Model: Relating Cognitive Competences and Motivational Influences to Individual Differences in Fifth-Grade Students' Reading Comprehension.

Kooperatives Lernen umfasst evidenzbasierte Unterrichtskonzepte, fur die positive Effekte auf leistungsbezogene, soziale und motivationale Variablen vielfach bestatigt werden konnten. Es fehlen jedoch empirische Informationen dazu, mit welcher Qualitat und Quantitat kooperatives Lernen im deutschen Sekundarstufenunterricht umgesetzt wird. In der vorliegenden Studie gaben 76 Lehrkrafte der Sekundarstufe detaillierte Auskunfte uber den Einsatz kooperativen Lernens. Nahezu alle Befragten gaben an, kooperatives Lernen im Unterricht einzusetzen. Einschatzungen zur Quantitat und Qualitat des kooperativen Unterrichts erwiesen sich als unabhangig voneinander, wobei hohe Qualitat v. a. mit hoher Selbstwirksamkeit in Verbindung stand. Die Lehrkrafte bewerteten die Lernmethode als flexibel einsetzbar fur verschiedene Zweckbestimmungen, Aufgabenstellungen und Zielgruppen. In auffalliger Diskrepanz zur Theorie des kooperativen Lernens stand die kritische Bewertung der Methoden durch die Lehrkrafte fur den Einsatz in heterogenen Lerngruppen.

Kooperatives Lernen in der Sekundarstufe

Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive education. This study examined the attitudes of student teachers towards the use of cooperative learning in inclusive education as well as correlating variables. In addition, potential differences between future teachers’ attitudes towards the use of cooperative learning methods in inclusive classrooms were investigated according to the teaching programme they were enrolled in and the students’ type of impairment. In two consecutive studies, we collected data from a total of 544 student teachers. Analyses revealed relationships between student teachers’ knowledge, self-efficacy, attitudes, and subjective norms regarding the use of cooperative learning in inclusive education. Results also showed differences in attitudes towards the use of cooperative learning in inclusive education depending on the students’ type of impairment, with the least positive attitudes held towards students with impaired social-emotional development.

Vanessa A. Völlinger

Papers

High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

A Path Analytic Test of the Reading Strategies Mediation Model: Relating Cognitive Competences and Motivational Influences to Individual Differences in Fifth-Grade Students' Reading Comprehension.

Kooperatives Lernen in der Sekundarstufe

Student teachers’ attitudes towards cooperative learning in inclusive education