Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers.
作者： Debra M. Kamps , Betsy Leonard , Jessica Potucek , Linda Garrison-Harrell
DOI: 10.1177/019874299502100103
关键词: Mathematics education 、 Reading (process) 、 Peer tutor 、 Student engagement 、 Psychology 、 Whole language 、 Vocabulary 、 Cooperative learning 、 Primary education 、 Autism 、 Pedagogy
摘要: A reversal design in two classrooms was used to examine the effects of Cooperative Learning Croups (CLCs) for three students with autism and their general education peers. Pretreatment reading instruction consisted whole language, teacher-led activities including teacher-student discussion vocabulary, story concepts, main ideas, story-mapping aloud by individual students. Intervention conditions continued plus supplemental CLCs activities: (a) peer tutoring on vocabulary words, (b) comprehension questions, (c) academic games. Results demonstrated increased gains, engagement, interaction during CLG conditions. also provided documentation peer-mediated strategy as a viable instructional arrangement integration settings.
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