| Abstract: | This study examined the effect of using a systematic cooperative learning approach to help preservice teachers learn Informal Reading Inventory (IRI) concepts and procedures. Participants (N = 77) were enrolled in two different sections of a required reading methods course. Group 1 (n = 47) received instruction using a systematic cooperative learning approach and Group 2 (n = 30) received instruction using a direct instruction approach. Two instruments were designed for this study and administered as posttests. One instrument measured learning outcomes related to IRI concepts and procedures. The second instrument examined Group 1's perceptions toward the systematic cooperative learning approach. Treatment occurred during a three week unit and consisted of lecture, examples, guided practice, independent practice accomplished in cooperative groups, and specific feedback. Analysis included computing a one-way ANOVA, frequencies, and percentages. Results indicated that significant differences existed between Group 1 and Group 2 learning outcome scores. In addition, Group 1 perceived lectures, working in groups, and feedback as helping them learn IRI concepts and procedures.Judy Wedman obtained her Ph.D. from the University of Oklahoma in reading education. Currently, she is an associate professor in elementary education at the University of Missouri-Columbia. Her research interests are in preservice teacher training in reading methodology.Julie Hughes obtained her Ph.D. from the University of Iowa in Higher Education and Administration. She currently is an assistant professor at the University of Missouri-Columbia in the Higher and Adult Education and Foundations area. Her research focus is on cooperative learning at the post-secondary level.Richard Robinson is currently professor of education in the Department of Curriculum and Instruction at the University of Missouri-Columbia. A graduate of the University of Georgia with a degree in reading education, his current research focus is reading comprehension with particular interest in the readability of medical information for patients. |
