The Benefits of Group Work in Reading in the Content Areas
As stated earlier, Mrs.Stelkan and I conducted this trial using action research. The students had one month of traditional textbook reading, questioning, and review, followed by a chapter test.The baseline scores on the first chapter test were an average of 86%. The same 73 students took the chapter test for the second chapter, which was read and reviewed using the Textmasters strategy. The average test score was raised over three percentage points to 89.3%. Out of the 73 students, 14 students’ scores went down,10 students’ scores remained the same, and 49 students’ scores increased. The improvement of all students is seen as statistically significant (see Table 2). Replica Jaeger LeCoultre Watches
Too often, students are isolated in textbook reading in the content areas (Fang, 2008; Guthrie & Davis, 2003; Loxterman, Beck, & McKeown, 1994; Radcliffe, Caverly, Hand, & Franke, 2008). The Textmasters strategy brought students together not only to share their ideas about the textbook reading but also to teach others through the culminating activity. As stated earlier, students mentioned on their exit slips the benefits of listening to someone else’s opinion about the reading and their excitement in asking and answering questions to explore the text through the use of the role sheets.
Fang (2008) spoke specifically about the stark transition from storybooks in early elementary to the almost exclusive use of expository text in intermediate grades and beyond. Textmasters helps ease this transition through reduced reading loads and engagement through the role sheets and group work.
Other researchers have employed literature circles in the content areas with trade books with positive results (Miller et al., 2007; Stein & Breed, 2004; Straits & Nichols, 2006). Indeed, several studies have shown the constructive effects of group work in reading in the content areas (Shaaban, 2006; Slavin, Chamberlain, & Daniels, 2007; Toumasis, 2004). Mrs. Stelkan and her students spoke enthusiastically about how the groups came together to construct knowledge from the text?book and present it to others.
Shaaban (2006) reported how group work in literacy activities particularly provides motivation for reading. Textmasters provided for this through the responsibility created by the role sheets; several students mentioned how they did not want to “let their group down” by not doing a good job in explaining their role.
Since the Textmasters strategy was first piloted in Mrs. Stelkan’s fifth-grade science classroom, other teachers from varying content areas and grade levels have implemented the strategy. Currently, two new groups of teachers are piloting the strategy in high school: teachers of English-language learners and of ninth-grade social studies. Preliminary findings suggest a positive trend in comprehension as measured by chapter tests, similar to those found by the present study. Panerai Replica Watches
Walk back into that content area classroom from the beginning of the article. This classroom is now implementing the Textmasters strategy. It is role-sharing time, and you see students sharing information from the chapter, asking one another questions, and referring back to the textbook to make a point. Stay a little bit longer and you will watch them plan presentations to teach their classmates about what they are learning. This is not the content area classroom of their parents’ generation!
Processing your request, Please wait....
