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فرمت فایل:Word (قابل ویرایش و آماده پرینت)
تعداد صفحه14
Abstract
A 2-year study was conducted to determine the long-term effects of a comprehensive cooperative learning approach to elementary reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. In the Cooperative Integrated Reading and Composition (CIRC) program, students in second through sixth grade worked in heterogeneous learning teams on reading and writing activities related to stories they were reading. Teachers provided students with explicit instruction on comprehension strategies and used a writing process approach to teach writing and language arts. The study also mainstreamed academically handicapped students in regular classes, and these students were active participants in the cooperative learning team activities. In the study 635 students at 3 elementary schools using the CIRC program were compared to 664 students at 4 matched schools that used traditional instruction. The 72 academically handicapped students at the CIRC schools were mainstreamed in CIRC and compared to 65 students in pull-out programs in the control schools. The first-year results showed that CIRC students had significantly higher achievement in reading vocabulary and reading comprehension. Second-year results indicated that CIRC students had significantly higher achievement in vocabulary, comprehension, and language expression. The CIRC students also exhibited greater metacognitive awareness than did their peers. Academically handicapped students who were mainstreamed in CIRC classes had significantly higher achievement in reading vocabulary, reading comprehension, and language expression than did comparable special education students taught in traditional settings. There were no significant effects on students' attitudes toward reading or writing.
OBJECTIVES
Insofar as the students I teach are generally unskilled in the fundamentals of correct usage, it comes as no surprise that there exists a severe deficiency in the area of writing. This unit, designed to improve basic writing skills, is to be used to supplement other kinds of writing as well as the study of grammar and sentence structure. The study of basic English skills is of little value to students in itself, but the application of the students’ knowledge of grammar through the process I’m about to discuss will enable them to improve their own writing and speaking.
This writing unit is based on a method of writing presented by Robert Gay in his book Writing Through Reading. Although this method was originally designed to be used with high school and college students, I believe that by modifying the reading assignments and writing exercises, this approach can be used with culturallydisadvantaged middle school students in an attempt to improve not only the students’ writing but their reading as well.
Writing through reading is simply a unit of methods and exercises in different kinds of rewriting or retelling another person’s thoughts. Through the processes of transcribing, translating, paraphrasing, condensing, and imitating, which I will discuss in detail later in this paper, students can learn to reproduce in writing the thoughts of others. Originality of expression rather than originality of thought is emphasized in this writing unit.
تحقیق در مورد Abstract