The efficacy of Collaborative Strategic Reading in middle school science and social studies classes

Boardman, Alison G.; Klingner, Janette K.; Buckley, Pamela R.; Annamma, Subini Ancy; Lasser, Cristin Jensen

doi:10.1007/s11145-015-9570-3

Cited by 37 publications

(44 citation statements)

References 51 publications

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“…Additionally, contemporary researchers are focusing more attention on providing reading interventions and supports in content area classes such as social studies and science as a means of helping struggling readers improve their reading comprehension (e.g., Boardman, Klingner, Buckley, Annamma, & Lasser, 2015; Kaldenberg, Watt, & Therrien, 2015; E. Swanson et al, in press).…”

Section: Discussionmentioning

confidence: 99%

A Century of Progress

Scammacca

Roberts

Cho

et al. 2016

Review of Educational Research

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The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.

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Section: Discussionmentioning

confidence: 99%

A Century of Progress

Scammacca

Roberts

Cho

et al. 2016

Review of Educational Research

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“…De acuerdo con distintos estudios (Amer y Mir, 2017;Boardman, Klingner, Buckley, Annamma, y Lasser, 2015;Gersten, Fuchs, Williams, y Baker, 2001), la importancia de la colaboración, como catalizadora de las DINÁMICAS ORGANIZATIVAS, se refuerza. De esta manera, en los escenarios cuyas docentes establecen dinámicas de colaboración y coordinación, éstas articulan el resto de claves para que la mediación se desarrolle positivamente.…”

Section: Discusión De Resultadosunclassified

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

Blasco-Serrano

Pérez²,

Laparte³

2019

REOP

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RESUMENDesde una perspectiva socioconstructivista y de acuerdo al modelo PASS, la mediación es una estrategia fundamental para el desarrollo de la lectura. Esta investigación indaga sus claves para favorecer la comprensión lectora en aulas de 4º de educación primaria. Se utiliza un estudio de caso múltiple, de tipo evaluativo, en tres contextos escolares diferenciados. Los datos se recogen a través de la observación participante, las entrevistas a las maestras, los grupos de discusión y microrrelatos a los niños. El análisis cualitativo se lleva a cabo desde el momento inicial de registro con el método comparativo constante. Los resultados vertebran la mediación para favorecer la comprensión lectora desde tres macrocategorías: la sensibilidad de los miembros de la comunidad educativa, las dinámicas organizativas marcadas por la colaboración y participación regulada, así como la argumentación basada en el debate y el diálogo para la metacognición explícita. Las relaciones entre las distintas categorías y los diferentes contextos marcan matices de interés en el desarrollo de los procesos de mediación, que resaltan el rol modulador de la cultura docente en el potencial de las claves obtenidas. Los resúmenes de trabajos empíricos deben seguir esta estructura.ABSTRACT From a socioconstructivist perspective and according to the PASS model, mediation is a key strategy for reading development. This research explores how to promote reading comprehension in 4th grade primary education students. A multiple case study design, in an evaluative way, is used in three different school contexts. The data presented were obtained through participant observation, interviews with teachers, groups of discussion, and children’s micro-stories. The qualitative analysis is carried out with the constant comparative method. The results show that mediation improves reading comprehension from three macro-categories: the sensitivity of the educational community, the organizational dynamics indicated by the collaboration and regulated participation, and the argumentation based on the debate and the dialogue for the explicit metacognition. The relationship between the different categories and contexts show nuances of interest in the development of the mediation processes, which highlight the modulating role of the teaching culture in the potential of the key issues obtained. The relation between different categories and contexts indicate the interest in the mediation process development, as well as highlighting the role of teaching culture in the potential of the obtained keys points.

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“…In multiple studies, CSR, the reading strategy–based instructional model implemented in the current study, has resulted in reading comprehension gains for students with learning disabilities, students with reading difficulties, and English learners, as well as for average‐ and high‐achieving students, in upper elementary and middle school classrooms (Boardman, Klingner, Buckley, Annamma, & Lasser, ; Klingner et al., ; Klingner, Vaughn, Arguelles, Hughes, & Ahwee, ; Vaughn et al., ). Effect sizes have ranged from .12 to .51 on the Gates–MacGinitie Reading Tests (MacGinitie & MacGinitie, ; MacGinitie, MacGinitie, Maria, Dreyer, & Hughes, ), a group‐administered standardized distal measure, with CSR students outperforming peers in comparison conditions across different subgroups with relatively higher effect sizes for low‐achieving students.…”

Section: Literature Reviewmentioning

confidence: 91%

Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions

Boardman

Boelé

Klingner

2017

Reading Research Quarterly

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A B S T R A C TThis study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184) participated as part of a two-year efficacy trial of CSR. Discourse analysis was used to compare the differences in teacher-student talk when the teacher and the text remained the same across typical instruction and CSR lessons. Results indicated that strategybased collaborative practices offered opportunities for discourse patterns that were not observed in typical lessons. Overall, a higher proportion of talk in CSR lessons focused on discussing the text when compared with lessons without CSR. Features of student-teacher interactions during strategy-based instruction included more student and teacher academic talk turns, a higher ratio of student talk to teacher talk, longer sequences of student-student exploratory talk, less teacher talk focused on giving information, and the use of reading strategies to facilitate discussion about text content. Findings suggest that strategy instruction models can increase the dialogic nature of classrooms by resituating the location of knowledge as distributed among students, with talk and strategies as tools to improve comprehension.

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The efficacy of Collaborative Strategic Reading in middle school science and social studies classes

Cited by 37 publications

References 51 publications

A Century of Progress

A Century of Progress

Claves de la mediación para el desarrollo de la comprensión lectora.Un estudio cualitativo en aulas de 4º de educación primaria//Mediation in the development of reading comprehension. A qualitative study in primary education

Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions

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