Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning
By S. Vaughn, J. Klingner, Diane Pedrotty Bryant. 2001
146 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/4cf9085b9bf20eb685d608407a6f2cafb062713b
How researchers see this paper
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In Developmental and Educational Psychology
- Asaduzzaman Khan
- Robyn M. Gillies
- Jacqueline Evers-Vermeul
- Suzanne T. M. Bogaerds-Hazenberg
- Marcia Barnes
- Nathern S. A. Okilwa
- H. van den Bergh
- A. Desrochers
Citations in the corpus
- Reading comprehension: Developmental processes, individual differences, and interventions. (2008, background): “Similar to the findings of Vaughn et al. (2001), children with severe learning disabilities were nonresponsive to the intervention.”
- A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “…implemented, it can improve students’ time on task (E.G. Cohen & Benton, 1988), raise academic performance (Slavin, 1987), and increase the quantity and quality of student interactions (Fuchs, Fuchs, Mathes, & Simmons, 1997; Garibaldi, 1979; Vaughn, Klingner, & Bryant, 2001), among other benefits.”
- Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, methodology): “The schedule of the students’ discourse was originally developed by Webb (1992) and modified by Gillies (2004, 2006) and was designed to gather information on the categories of discourse that students used during recorded, small-group learning.”
- The Effects of Peer Tutoring on Academic Performance of Students With Disabilities in Grades 6 Through 12: A Synthesis of the Literature (2010, background): “Teachers may become overwhelmed with the diversity of students’ academic and behavioral needs and, when compounded with limited instructional time, become eager to implement efficient, effective strategies that result in positive outcomes for all students (Hughes & Fredrick, 2006; Vaughn et al., 200”