The Effects of Cooperative Learning and Direct Instruction in Reading Comprehension Strategies on Main Idea Identification

Robert J. Stevens, Robert E. Slavin, Anna Marie Famish

Research output: Contribution to journalArticle

67 Citations (Scopus)

Abstract

An experimental study was conducted to investigate the impact of direct instruction on reading comprehension strategies and the degree to which cooperative learning processes enhance student's learning of strategies. Students were assigned to instructional treatments on strategies for identifying the main idea of passages. Treatments involved cooperative learning with direct instruction, direct instruction alone and traditional instruction control. Students in the two instructional treatments which incorporated direct instruction on main idea strategies performed significantly better than control students in identifying main ideas of passages.

Original languageEnglish (US)
Pages (from-to)8-16
Number of pages9
JournalJournal of Educational Psychology
Volume83
Issue number1
DOIs
StatePublished - Mar 1991

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cooperative learning
Reading
comprehension
Learning
Students
instruction
student
Therapeutics
learning process
learning

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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The Effects of Cooperative Learning and Direct Instruction in Reading Comprehension Strategies on Main Idea Identification. / Stevens, Robert J.; Slavin, Robert E.; Famish, Anna Marie.

In: Journal of Educational Psychology, Vol. 83, No. 1, 03.1991, p. 8-16.

Research output: Contribution to journalArticle

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