Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

Autor/inn/en	Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa
Titel	Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers
Quelle	In: Reading & Writing Quarterly, 28 (2012) 3, S.279-306 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2012.676431
Schlagwörter	Reading Comprehension; Cooperation; Reading Difficulties; Literacy; Internet; Reciprocal Teaching; Reading Instruction; Cooperative Learning; Student Empowerment; Models; Educational Technology; Computer Uses in Education; Peer Teaching; Grouping (Instructional Purposes); Elementary School Students; Middle School Students; At Risk Students + Suchen Sie Ihr Suchwort? Leseverstehen; Co-operation; Kooperation; Reading difficulty; Leseschwierigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Kooperatives Lernen; Studienberechtigung; Analogiemodell; Unterrichtsmedien; Computernutzung; Peer group teaching; Peer Group Teaching; Grouping; Gruppenbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10