Premium
Developing reading comprehension through collaborative learning
Author(s) -
RojasDrummond Sylvia,
Mazón Nancy,
Littleton Karen,
Vélez Maricela
Publication year - 2014
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2011.01526.x
Subject(s) - psychology , context (archaeology) , comprehension , reading comprehension , promotion (chess) , literacy , reading (process) , pedagogy , collaborative learning , mathematics education , primary education , control (management) , quality (philosophy) , computer science , linguistics , paleontology , philosophy , epistemology , artificial intelligence , politics , political science , law , biology , programming language
The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called ‘Learning Together’ (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in primary school Mexican children. Analyses revealed that children who participated in the LT programme, in comparison with students in a control condition, produced higher‐quality written summaries of texts they had read, both when working in teams and when working individually. This suggests that the LT participants appropriated and transferred the text comprehension strategies promoted, so that they could apply these strategies effectively not only in collaborative contexts but also independently, that is, in a self‐regulated and autonomous fashion. The theoretical and practical implications of the work are discussed in relation to understanding and promoting oracy and literacy processes in primary school students.