Implementing cooperative learning: A field study evaluating issues for school-based consultants

Abstract

A structured cooperative learning strategy for reading, Cooperative Integrated Reading and Composition (CIRC), was implemented in nine third-grade classes ( n = 198) and compared with a control group of nine classes ( n = 194). Implementation issues for school-based consultants were considered, including treatment integrity and acceptability. Reading subtests of a standardized reading test (California Achievement Test) were utilized in order to compare the CIRC and control groups. Formative evaluation of treatment integrity showed high adherence to the CIRC program, and recommendations are given for consultants to ensure integrity. While teacher ratings indicated general positive attitudes toward CIRC, negative aspects of implementation are discussed. The achievement results showed that as a whole the CIRC group outgained the control group on Reading Comprehension. When the groups were divided into three reading levels (low, middle, and high), significant differences were found for the lower group that favored CIRC.