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Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama‐Sniezek’s Review
Author(s) -
McMaster Kristen Nyman,
Fuchs Douglas
Publication year - 2002
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00037
Subject(s) - psychology , learning disability , cooperative learning , academic achievement , mathematics education , accountability , teaching method , developmental psychology , political science , law
This article reviews research published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. The literature search is described. Fifteen studies are included in the review and are grouped according to the types of cooperative learning strategies that were examined. Sample characteristics, measures, findings, and effect sizes are reported in a table. Achievement outcomes are mixed. Cooperative learning strategies that incorporate individual accountability and group rewards are more likely to improve achievement of students with disabilities. However, design problems across the studies limit conclusions to be drawn about the efficacy of cooperative learning. More research is needed before it may be viewed as an effective strategy for students with disabilities.