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| 1. Klingner,
J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while
using collaborative strategic reading during ESL content classes.TESOL
Quarterly, 34,69-98. This study investigated the frequency and means by which bilingual students helped each other and their limited English proficient peers in content classes while working in small, heterogeneous groups as they implemented a reading strategy: collaborative strategic reading. Overall, students in groups spent large amounts of time engaged in academic-related strategic discussion and assisted one another in understanding word meanings, getting the main idea, asking and answering questions,and relating what they were learning to previous knowledge. Furthermore,each group provided some explanation in Spanish. Students' scores on English vocabulary tests improved significantly from pre- to post testing. Results revealed that students' helping behaviors were facilitated by the provision of specific instruction in how and when to help their peers. 2. Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). Reading Teacher, 52,738-747. This article describes Collaborative Strategic Reading (CSR), a technique that combines reading comprehension strategy instruction with cooperative learning. In CSR studentswork in groups of 4-5 formed so as to mix students of varied past achievement. Four reading strategies are employed: 1. previewing the text - recalling relevant prior knowledge, scanning for clues about text content, and predicting textcontent 2. clicking and clunking - self-monitoring what hasbeen understood (clicking) and what has caused comprehension difficulties (clunking), followedby the use of fix-up strategiesto deal with clunks 3. getting the gist - identifying and paraphrasing the main idea or key information in a particular text section 4. wrapping-up - identifying main ideas in the entire textand generating questions and answers related to these main ideas. Before groups use CSR, teachers or other students demonstrate via modeling, thinking aloud, and role-playing. The article cites supporting research and provides details on implementation. 3. Klingner,J.
K.& Vaughn, S.(1996).Reciprocalteaching of reading comprehension This article reports
a study that investigated the effect of reciprocal teaching with two approaches
(cross-age tutoring and cooperative grouping) on the reading comprehension
of seventh and eighth grade ESL students with learning disabilities. The
findings of this study suggest that ESL students with learning disabilities
benefit from "reciprocal teaching" since they engage in social interactions
with their peers and teachers where the students find opportunities to
improve their reading such as prediction, summarization, question generation,
and clarification. Findings also suggest that cross-age tutoring and cooperative
grouping improve students' reading comprehension skills. |
