Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers
RWQOLD Volume 28, Number 3, ISSN 1057-3569
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.
Henry, L.A., Castek, J., O'Byrne, W.I. & Zawilinski, L. (2012). Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 28(3), 279-306.
- At risk students
- Computer Uses in Education
- Cooperative learning
- educational technology
- Elementary School Students
- Grouping (Instructional Purposes)
- Middle School Students
- Peer Teaching
- reading comprehension
- Reading Difficulties
- Reading Instruction
- Reciprocal Teaching
- Student Empowerment
Cited ByView References & Citations Map
Richard Cheng, University of Vermont
The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)
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