The effect of cooperative groups on regular class spelling achievement of special needs learners created by Marvin Lew and Rebecca Bryant

By:

Lew, Marvin [author]

Contributor(s):

Bryant, Rebecca [co-author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 4, number 4 ,Oxfordshire: Carfax Publishing, 1984Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Spelling achievement -- Cooperative groups -- Special needs

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 4, no.4 (pages275-283)	Not for loan	For in house use only

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This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.

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