Collaborative Strategic Reading on Multi-Touch and Multi-User Digital Tabletop Displays

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

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Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective

Language Teaching Research ◽

10.1177/13621688211011501 ◽

2021 ◽

pp. 136216882110115

Author(s):

Ali Amjadi ◽

Seyed Hassan Talebi

Keyword(s):

Reading Comprehension ◽

Rural Areas ◽

Reading Strategies ◽

Multiple Choice ◽

Strategy Instruction ◽

Teaching Reading ◽

Social Emotional ◽

Reading Tests ◽

Strategic Reading ◽

Collaborative Strategic Reading

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was implemented to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it.

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Sustaining Research-Based Practices in Reading

Remedial and Special Education ◽

10.1177/074193259902000502 ◽

1999 ◽

Vol 20 (5) ◽

pp. 263-287 ◽

Cited By ~ 58

Author(s):

Janette K. Klingner ◽

Sharon Vaughn ◽

Marie Tejero Hughes ◽

Maria Elena Arguelles

Keyword(s):

Instructional Practices ◽

High Rate ◽

Strategic Reading ◽

School Year ◽

Wide Range ◽

Sustained Use ◽

Development Experience ◽

Collaborative Strategic Reading ◽

Research Based Practices ◽

Over Time

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.

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Using Collaborative Strategic Reading

Teaching Exceptional Children ◽

10.1177/004005999803000607 ◽

1998 ◽

Vol 30 (6) ◽

pp. 32-37 ◽

Cited By ~ 32

Author(s):

Janette K. Klingner ◽

Sharon Vaughn

Keyword(s):

Strategic Reading ◽

Collaborative Strategic Reading

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Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

Syntax Literate ; Jurnal Ilmiah Indonesia ◽

10.36418/syntax-literate.v6i10.4360 ◽

2021 ◽

Vol 6 (10) ◽

pp. 4858

Author(s):

Aisyah Kahar Putri ◽

Rofiqoh Rofiqoh ◽

Mukrim Mukrim

Keyword(s):

Reading Comprehension ◽

Study Groups ◽

English Teachers ◽

Second Phase ◽

Teaching Reading ◽

Teaching Techniques ◽

Strategic Reading ◽

Teacher Needs ◽

Collaborative Strategic Reading ◽

Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

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What does it Take to Scale up and Sustain Evidence-Based Practices?

Council review ◽

10.1177/0014402913079002061 ◽

2013 ◽

Vol 79 (2) ◽

pp. 195-211 ◽

Cited By ~ 1

Author(s):

Janette K. Klingner ◽

Alison G. Boardman ◽

Kristen L. Mcmaster

Keyword(s):

Research Policy ◽

Scale Up ◽

Scaling Up ◽

District Leadership ◽

Small Scale ◽

Evidence Based ◽

Policy And Practice ◽

Evidence Based Practices ◽

Strategic Reading ◽

Collaborative Strategic Reading

This article discusses the strategic scaling up of evidence-based practices. The authors draw from the scholarly work of fellow special education researchers and from the field of learning sciences. The article defines scaling up as the process by which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions. Examples of scale-up research are included. The authors discuss challenges to scaling up and sustaining evidence-based practices, followed by factors that can potentially support scaling up, including professional development and district leadership. A case example describes how these issues can play out by highlighting experiences with a Collaborative Strategic Reading (CSR) scale-up research project in a large urban school district. The article concludes by offering recommendations for research, policy, and practice.

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The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels

Innovation in Language Learning and Teaching ◽

10.1080/17501229.2018.1465059 ◽

2018 ◽

Vol 13 (4) ◽

pp. 318-330 ◽

Cited By ~ 1

Author(s):

Maryam Babapour ◽

Saeideh Ahangari ◽

Touran Ahour

Keyword(s):

Reading Comprehension ◽

Efl Learners ◽

Proficiency Levels ◽

Strategic Reading ◽

Collaborative Strategic Reading

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Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i2.294 ◽

2019 ◽

Vol 4 (2) ◽

pp. 239

Author(s):

Ryan Oktarini ◽

Sugirin Sugirin

Keyword(s):

Reading Skills ◽

Skill Development ◽

Reading Skill ◽

Conventional Technique ◽

Control Group ◽

Teaching Reading ◽

Effective Technique ◽

Strategic Reading ◽

Collaborative Strategic Reading ◽

Reading Skill Development

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

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The Effect of Collaborative Strategic Reading Toward Students Reading Skill

Anglophile Journal ◽

10.51278/anglophile.v1i1.62 ◽

2020 ◽

Vol 1 (1) ◽

pp. 21

Author(s):

Ahmad Khoirul Anwar

Keyword(s):

Reading Comprehension ◽

Reading Skill ◽

English Text ◽

Research Subject ◽

Strategic Reading ◽

Collaborative Strategic Reading

This article aimed to improve student’s skill in reading an English text. It is used Collaborative Strategic Reading (CSR). This method consist of 4 steps those are : Preview, Click and Clunk, Get the Gist and Wrap Up with the purpose is improving students reading comprehension by working in the group. The research subject was 8 grade of SMP 1 Jogoroto. There were 18 males and 14 females in the sample of research. There were two cycle pretest and posttest, the pretest was done before the implementation of Collaborative strategic reading in the class and the posttest was done after the implementation of CSR technique in the class. The students reading skill before the teacher aplly the Collaborative strategic raeding was only 50% it because of the students not really know the pronounciation well but after the implementation of CSR technique in the class and the teacher aplly the steps in CSR technique well(preview, Click and clunk, get the gist and wrap up) the students reading skill was 100%. In term the student’s participation, the students actively answer the question from the exercise by working in a group and pay attention to the teachers’ explanation(feedback). Keywords: Collaborative Strategic Reading, Reading Comprehension, Reading Skill

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The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

English Education Journal ◽

10.15294/eej.v11i1.44439 ◽

2021 ◽

Vol 11 (3) ◽

pp. 315-323

Author(s):

Lulu Walidaini ◽

Januarius Mujiyanto ◽

Warsono Warsono

Keyword(s):

Reading Comprehension ◽

Learning Styles ◽

Cognitive Learning ◽

Teaching Reading ◽

Strategic Reading ◽

Significant Difference ◽

Comprehension Skills ◽

Collaborative Strategic Reading ◽

Reading Comprehension Skills ◽

Discussion Question

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

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