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

By: Contributor(s): Material type: TextTextSeries: 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): LOC classification:
  • LB1051 EDU
Online resources: 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 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

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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