Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms

Klang, Nina; Åsman, Johanna; Mattsson, Maria; Nilholm, Claes; Folkryd, Jenny Wiksten

doi:10.23865/njlr.v8.2740

Cited by 5 publications

(8 citation statements)

References 23 publications

(57 reference statements)

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“…To the best of our knowledge, no previous studies have investigated complex interventions combining cooperative learning and reading comprehension through the lens of the processes of envisionment building. Research has focused on quantitative evaluations with regard to students' reading comprehension abilities (Boardman et al, 2016;Klang et al, 2022;Stevens et al, 1991). It is important, however, to get a deeper insight as to which prerequisites for student literary understanding are created through these interventions, since they represent a specific approach to reading comprehension instruction, emphasising student thinking about strategies when reading texts and to a lesser degree attending to text ideas per se (McKeown et al, 2009).…”

Section: Envisionment Building and Classroom Discussionmentioning

confidence: 99%

“…However, to the best of our knowledge, previous research has not focused on an in-depth study of the prerequisites for student literary understanding in these studies. This study is a part of a larger project, in which intervention, combining instruction in reading comprehension strategies and structured groupwork through cooperative learning (Cooperative Learning and Reading Comprehension, CL-RC), was evaluated (Klang et al, 2022). The study aims to gain a deeper understanding of students' literary understanding of texts that occurred in three lessons, using one module of the intervention project.…”

Section: Current Studymentioning

confidence: 99%

“…Mrs Stone is a mother tongue teacher with 13 years' teaching experience, including two years of teaching in the participating class. Mrs Stone was selected to the study, as she was actively engaged in the development of instructional materials during nine months before the start of the experimental evaluation of the intervention described previously (Klang et al, 2022). Thus, Mrs Stone had profound knowledge and experience of the CL-RC approach.…”

Section: Study Participantsmentioning

confidence: 99%

“…The CL-RC intervention combined elements of small group work in accordance with cooperative learning approach and reading comprehension instruction in accordance with the approach of reciprocal teaching. Cooperative learning was organised in accordance with the CL approach (Gillies, 2016;Johnson et al, 2009;Klang et al, 2022). Students worked in heterogeneous groups of three or four and the classroom was organised so that the students were seated together and faced each other in the discussion.…”

Section: Cl-rc Interventionmentioning

confidence: 99%

See 3 more Smart Citations

Envisioning texts through cooperative learning - peer-led and teacher-led discussions

Klang

Åsman

Mattsson

et al. 2023

NJLR

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Previous research has shown that cooperative learning interventions, in which reading comprehension strategies are embedded, have a positive effect on students’ reading comprehension. However, the question is whether these interventions give rise to genuine discussions, promoting flexible and dynamic understanding of texts. In this study, one lesson module from the intervention Cooperative Learning and Reading Comprehension (CL-RC; Klang et al., 2022) was studied using theory of stances of envisionment building (Langer, 2011). The results of the video analysis disclosed that, over the course of three lessons, the peer-led discussions and teacher-led discussions provided unique opportunities for student literary understanding. The results also revealed the limitationsof CL-RC intervention with regard to opportunities for students to focus on an author’s craft and literary elements or to use their envisionment in new unrelated situations.

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Section: Envisionment Building and Classroom Discussionmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

Section: Study Participantsmentioning

confidence: 99%

Section: Cl-rc Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Envisioning texts through cooperative learning - peer-led and teacher-led discussions

Klang

Åsman

Mattsson

et al. 2023

NJLR

View full text Add to dashboard Cite

show abstract

“…Brevik (2019) observed that teachers encourage the use of well-known reading strategies rather than explicitly teaching students new ones, despite the fact that explicit teaching of reading strategies is successful. Klang, Åsman, Mattsson, Nilholm, and Folkryd (2022) mentioned that combining cooperative learning and reading comprehension strategies was effective with 5 th -grade students. Jakobson, Soodla, and Aro (2022) concluded in their study that teachers lack knowledge about reading comprehension processes and strategies.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

El-Esery

2023

5019

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Reading comprehension requires language learners to be active and independent. A literature circle is a reading strategy that asserts different roles for students and promotes independence and active learning. The literature circle strategy was invented mainly for face-to-face learning. The spread of online teaching and learning necessitated the development of new teaching methods and learning strategies. In response, the present study adapted and developed the regular face-to-face literature circles into a virtual form to be known as Virtual Literature Circle (VLC) and maintained online. A sample of EFL (English as a Foreign Language) learners at Qassim University followed the VLCs in reading II during the second semester of the academic year 2022. Strong gains in vocabulary acquisition and reading comprehension have been documented in the present study. Comparisons of the experimental and the control groups in the pre-test study revealed no significant differences before intervention. After a four-month intervention, the two groups conducted the post-test study. Large significant differences appeared in post-testing suggesting the effectiveness of the VLC strategy followed in developing vocabulary acquisition and reading comprehension among EFL learners. The VLCs prove to be effective and suitable for synchronous and asynchronous face-to-screen learning.

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i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction

Utamachant

Anutariya

Pongnumkul

2023

Smart Learn. Environ.

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Apart from good instructional design and delivery, effective intervention is another key to strengthen student academic performance. However, intervention has been recognized as a great challenge. Most instructors struggle to identify at-risk students, determine a proper intervention approach, trace and evaluate whether the intervention works. This process requires extensive effort and commitment, which is impractical especially for large classes with few instructors. This paper proposes a platform, namely i-Ntervene, that integrates Learning Management System (LMS) automatic code grader, and learning analytics features which can empower systematic learning intervention for large programming classes. The platform supports instructor-pace courses on both Virtual Learning Environment (VLE) and traditional classroom setting. The platform iteratively assesses student engagement levels through learning activity gaps. It also analyzes subject understanding from programming question practices to identify at-risk students and suggests aspects of intervention based on their lagging in these areas. Students’ post-intervention data are traced and evaluated quantitatively to determine effective intervention approaches. This evaluation method aligns with the evidence-based research design. The developed i-Ntervene prototype was tested on a Java programming course with 253 first-year university students during the Covid-19 pandemic in VLE. The result was satisfactory, as the instructors were able to perform and evaluate 12 interventions throughout a semester. For this experimental course, the platform revealed that the approach of sending extrinsic motivation emails had more impact in promoting learning behavior compared to other types of messages. It also showed that providing tutorial sessions was not an effective approach to improving students’ subject understanding in complex algorithmic topics. i-Ntervene allows instructors to flexibly trial potential interventions to discover the optimal approach for their course settings which should boost student’s learning outcomes in long term.

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Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms

Cited by 5 publications

References 23 publications

Envisioning texts through cooperative learning - peer-led and teacher-led discussions

Envisioning texts through cooperative learning - peer-led and teacher-led discussions

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction

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