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

  • Nina Klang Uppsala University, Sweden
  • Johanna Åsman Uppsala University, Sweden
  • Maria Mattsson Uppsala University, Sweden
  • Claes Nilholm Uppsala University, Sweden
  • Jenny Wiksten Folkeryd Uppsala University, Sweden

Abstract

The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.

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Author Biography

Jenny Wiksten Folkeryd, Uppsala University, Sweden

Jenny Wiksten Folkeryd, Professor of Education, Uppsala University. Her research focuses educational linguistics including reading and writing development, language across the curriculum, text analysis and literacy assessment.

Published
2022-02-18
How to Cite
Klang, N., Åsman, J., Mattsson, M., Nilholm, C., & Wiksten Folkeryd, J. (2022). Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms. Nordic Journal of Literacy Research, 8(1). https://doi.org/10.23865/njlr.v8.2740
Section
Original Research Articles
Keywords
cooperative learning, reading comprehension, cluster-randomised experiment, hetrogeneous classrooms