An Exploratory Study on Engaging Parents in a Cooperative Learning Reciprocal Reading Intervention to Improve Attainment for Disadvantaged Students

• In Event: Cooperative Learning: Theory, Research and Practice Paper Session

Abstract

The study aimed to measure the exploratory of using Reciprocal Reading in an intervention to raise the comprehension attainment scores of Primary aged students from disadvantaged backgrounds. Based on the theories of Vygotsky, Bruner, Johnson and Johnson, cooperative learning was used to involve parents. It measured effects on reading comprehension scores, and effects on “self-concept in reading” scores of pupils and the parents. The Reciprocal Reading intervention raised attainment in reading comprehension for the treatment group compared to the control group. In addition, improvements were observed in the “self-concept in reading” scores for the parents of the treatment group. This finding means that progression to an effectiveness trial is recommended.

Authors

• Joanne Holland, Queen's University - Belfast

• Maria Paz Cockerill, Queen's University - Belfast

• Allen Thurston, Queen's University - Belfast