Group Discussion and Large-Scale Language Arts Assessment: Effects on Students' Comprehension

By Randy Fall, N. Webb, Naomi Chudowsky. 2000

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Handbook of Research on Learning and Instruction (2011, background): “Critical to team success is each learner’s ability to anticipate the need to create and attack space or limit space and defend game territory.”
Every Child, Every Day (2012, background): “Fall, Webb, and Chudowsky (2000) found better outcomes when kids simply talked with a peer about what they read than when they spent the same amount of class time highlighting important information after reading.”
The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment (2014, background): “Fall et al. (2000) show that even small amounts of peer collaboration can significantly help students’ learning and performance.”
Productive Helping in Cooperative Groups (2001, unknown): “be available during individual testing ( Fall, Webb, & Chudowsky, 2000; Neuberger,”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, background): “Eeds andWells (1989) are creditedwith the implementation of Fillion’s (1981) notion of discussions of literary text being conducted, ideally, as ‘‘Grand Conversations’’. The goal of such conversations (Peterson & Eeds, 1990) was to create a context inwhich students could exploremeaning in a co-const”