The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing…

This study examined a social-organizational hypothesis that explains how silent reading in small-group lessons might influence students' learning. One hundred children in four third-grade classes, each divided into three ability groups, received two silent and two oral reading lessons. Group dynamics were measured from videotapes of the lessons.…

Emphasis is placed on the need for and techniques in the development of critical reading at the primary level. The following steps for teaching reading as thinking and as acquiring ideas are presented: (1) developing purposes for reading, (2) developing habits of reasoning, and (3) developing habits of testing predictions. Underlying principles…

Emphasis is placed on the need for and techniques in the development of critical reading at the primary level. The following steps for teaching reading as thinking and as acquiring ideas are presented: (1) developing purposes for reading, (2) developing habits of reasoning, and (3) developing habits of testing predictions. Underlying principles…

This guide is intended to acquaint literacy tutors with the techniques of tutoring small groups of learners enrolled in a basic reading program. The first chapter compares one-on-one and small group instruction. Chapter 2 covers the following aspects of organizing a group: interviewing; adding people to established groups; and confirming the first…

This publication provides materials on the Small Group Learning Methodology Project in Victoria, Australia. The first chapter concerns the purpose of small groups in adult literacy learning. Chapter 2 deals with types of adult literacy programs, interviews, student needs, student placement, and forming groups. Chapter 3 discusses group processes,…

THIS ANNOTATED BIBLIOGRAPHY ON CLASSROOM ORGANIZATION FOR READING INSTRUCTION IS COMPOSED OF 112 CITATIONS RANGING IN DATE FROM 1948 TO 1964. ITS DIVISIONS INCLUDE GENERAL SOURCES, GROUP DYNAMICS, HOMOGENEOUS VERSUS HETEROGENEOUS, CROSS-CLASS GROUPING, NONGRADED SCHOOLS AND THE UPGRADED PRIMARY, PROGRAMED INSTRUCTION, TEAM TEACHING AND EDUCATIONAL…

This handbook accompanies the 33-hour literacy tutor and instructor training and certification workshop program. Chapters 1-3 provide information on reading, writing, and math and teaching and learning strategies. Chapter 4 focuses on determining adults' needs. Chapter 5 outlines four levels suitable for people working to improve reading, writing,…