This 9-week mixed-methods study aimed to examine the effect of online reciprocal teaching on fourth grade primary school students' (N = 30) reading comprehension skills and reading motivation. As data collection tools, the "Reading Comprehension Test" was used to determine students' reading comprehension levels, while the…

Word boxes and word sorts are two phonic approaches that help children make connections between sound and print by gaining an awareness of the phonological and orthographic features of words. This article provides step-by-step procedures for using these approaches in small-group and whole-class settings. The use of peer tutors is discussed.…

The article reviews approaches used in the Kamehameha Elementary Education Program (KEEP) in Hawaii to increase reading skills of educationally at-risk Polynesian-Hawaiian children (K-grade 3). Whole class story reading lessons and small group reading comprehension lessons are described. (CL)

Three studies involving 44 learning-disabled junior high students assessed the impact of strategy instruction in individual, small group, and whole class instruction in one knowledge domain: algebra. The three studies are contrasted, outcome data are compared, and the issue of generality-specificity in strategy instruction is examined. (JDD)

More than a decade ago, Asperger syndrome (AS) was added to the "Diagnostic and Statistical Manual-4th Edition" (DSM-IV) (American Psychiatric Association [APA], 1994). Although there is much debate over the differentiation between high-functioning autism (HFA) and AS, social skills deficits are a hallmark of both disorders (Klin, 2000). These…

This two-book package + DVD presents a parent training approach that is accessible, evidence based, and highly practical. Grounded in developmental and behavioral research, the "Practitioner's" Guide provides step-by-step guidelines for conducting parent training individually or in groups. It takes proven techniques for promoting the…

Examines a cooperative learning technique called Jigsaw that was used to determine whether college-level students taught by this method scored higher on a posttest than students who were not. Results showed no significant difference between those taught by the Jigsaw technique and those who were not. (GG)

Encourages the use of theory as a foundation for group training designs and suggests how specific theories might be used. Design considerations for training groups are reviewed. Selected examples are provided in the areas of experiential learning theory, educational taxonomy, group development theory, interpersonal relations theory, team-building…

Discusses cooperative groups in mathematics classes. Suggests problems appropriate for cooperative groups, gives examples and guidelines for cooperative group members. (PK)

A strategy called "jigsawing" is described for promoting group work, while ensuring that individual needs of pupils with severe learning difficulties are met. A group activity is broken down into smaller components and each child or group is assigned tasks toward achievement of the overall activity aims. (PB)

Article suggests a systematic approach for two teachers to integrate mastery and grouping into an effective alternative to individualized and total classroom instruction. (Author)

Examines teachers' beliefs about, and practices regarding, small-group teaching of mathematics. Reports that only 5 percent of the teachers used two or more groups in which students were encouraged to work cooperatively. Discusses variables related to deciding whether to group students for instruction. (Author/YP)

Drill work in which all students respond simultaneously and anonymously may feature such materials as individual chalkboards or markerboards, construction paper with small "windows" cut out, and adapted bingo cards. (CL)

Develops the two-level small-group model based on cooperative learning seminars for inservice science teachers. Describes procedures to construct materials for the two-level group and suggests a teaching sequence. Summarizes research results about the two-level model and suggests implications of the model. (YP)

Recounts the experiences of a literature instructor who moderates three different adult reading groups to demonstrate the possibilities for carrying literature outside the confines of the classroom and into other student and adult communities. (HTH)