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Learning with Peers: From Small Group Cooperation to Collaborative Communities

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Learning with Peers: From Small Group Cooperation to Collaborative Communities

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Journal Information

Educational Researcher (ER) is published nine times per year and is received by all members of AERA. It contains scholarly articles of general significance to the educational research community from a wide range of disciplines. ER's Features section publishes articles that report, synthesize, or analyze scholarly inquiry, focusing on manuscripts that examine the significance of research in education and developments important to the field of educational research.

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The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science.

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Learning with Peers: From Small Group Cooperation to Collaborative Communities on JSTOR

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Journal Information Educational Researcher (ER) is published nine times per year and is received by all members of AERA. It contains scholarly articles of general significance to the educational research community from a wide range of disciplines.

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Chapter 22: Teaching Phonics and Phonological Awareness

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Chapter 22: Teaching Phonics and Phonological Awareness

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Susan B. Neuman, EdD, a professor in educational studies specializing in early literacy development, returned to the University of Michigan in 2004 after a 2-year hiatus, during which she served as the U.S. Assistant Secretary for Elementary and Secondary Education. Her research and teaching interests include early childhood policy, curriculum, and early reading instruction. In her role as Assistant Secretary, she established the Reading First program and the Early Reading First program, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Dr. Neuman recently received an honorary doctorate from the California State University/n-/Hayward, where she also conducted her master's work in reading and curriculum. Widely published, she received her doctorate from the University of the Pacific in Stockton, California.

David K. Dickinson, EdD, is a professor at the Peabody School of Education, Vanderbilt University. He received his doctoral training at Harvard University's Graduate School of Education after teaching elementary school in the Philadelphia area for 5 years. Since the early 1980s he has studied language and early literacy development among low-income populations, with a focus on the role of oral language in literacy development. Dr. Dickinson has examined the interrelationships among language, print skills, and phonemic awareness and has conducted detailed studies of language use patterns in early childhood classrooms. He helped create tools for describing literacy support in preschool classrooms, and developed and studied approaches to providing professional development for preschool teachers. Widely published, Dr. Dickinson has served on numerous advisory boards and recently was on a commission assisting the National Association for the Education of Young Children with revising its accreditation standards.

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The field of early literacy has seen significant recent advances in theory, research, and practice. This volume brings together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first six years of life.

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Literacy Development in the Early Years: Helping Children Read and Write

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Literacy Development in the Early Years: Helping Children Read and Write

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This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in light of student input.

The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory, and classroom practice. It is accompanied by an interactive Web site: http://msit.gsu.edu/handbook. This online resource provides additional information about the authors' courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.

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Handbook of Instructional Practices for Literacy Teacher-educators

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This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings.

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Phonics teaching and learning in whole language classrooms

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Phonics teaching and learning in whole language classrooms

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Journal Information

The Reading Teacher is a peer-reviewed journal serving teachers and literacy professionals interested in the teaching of reading to children in the elementary classroom. The journal offers teaching tips, application of research to classroom practice, thought-provoking commentaries, book and resources reviews, and more.

Publisher Information

The International Literacy Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. Members include classroom teachers, reading specialists, consultants, administrators, supervisors, university faculty, researchers, psychologists, librarians, media specialists, and parents. The Association publishes several peer-reviewed journals and numerous books, offers a range of professional meetings worldwide, and provides a variety of other services to the education community.

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Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research on JSTOR

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Journal Information The Reading Teacher is a peer-reviewed journal serving teachers and literacy professionals interested in the teaching of reading to children in the elementary classroom. The journal offers teaching tips, application of research to classroom practice, thought-provoking commentaries, book and resources reviews, and more.

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Reading Fluency with Small-group Interventions

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Reading Fluency with Small-group Interventions

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Increasing Elementary-aged Students' Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies

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Although reading fluency is one of the five essential early-reading skills students must develop, many elementary-aged students in the United States do not read age-appropriate material fluently. As such, small-group interventions are practical and often more time efficient than individualized interventions aimed to address this problem.

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Impact of Small Group Instruction on Struggling Readers...

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Impact of Small Group Instruction on Struggling Readers...

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An Experimental Analysis of the Effects of Reading Invention in Small Groups

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An Experimental Analysis of the Effects of Reading Invention in Small Groups

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Abstract

The current study examined the effects of several combinations of instructional and motivational interventions on oral reading fluency in the context of small group reading instruction. A treatment package consisting of acquisition, fluency, and motivational components was examined and then dismantled. Results were evaluated individually for each participant using a multiple-probe design in order to identify the most effective, yet efficient reading intervention package for each member of the group. The results indicated that, although all potential combinations of the package were effective, the experimental analysis was able to identify an effective yet more efficient package that produced substantial increases in performance across all students. Results are discussed in terms of effective instructional components in small group instruction and how to adapt methods for the experimental analysis of behavior to make decisions about the effectiveness of small group instruction in reading.

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References

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Author information

Affiliations

1. Elkhart Community Schools, 3317 Greenleaf Blvd, Elkhart, IN, 46514, USA

Christine M. Bonfiglio

2. University of Nebraska-Lincoln, Nebraska-Lincoln, NE, USA

Edward J. Daly III, Michael Persampieri & Melissa Andersen

Corresponding author

Correspondence to Christine M. Bonfiglio.

Additional information

This study is based on a dissertation submitted by the first author in partial fulfillment of requirements for the doctoral degree.

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Bonfiglio, C.M., Daly III, E.J., Persampieri, M. et al. An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context. J Behav Educ 15, 92-108 (2006). https://doi.org/10.1007/s10864-006-9009-7
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# data[].attributes.attachment_link.title
An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

# data[].attributes.attachment_link.description
The current study examined the effects of several combinations of instructional and motivational interventions on oral reading fluency in the context of small group reading instruction. A treatment package consisting of acquisition, fluency, and motivational components was examined and then dismantled.