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Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools

机译：调查计算机支持的协作学习（CSCL）的影响，帮助改善低表演城市小学的阅读理解

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In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.
机译：在美国，社会经济群体之间的识字率不同，而且这种阅读差距也是经合组织成员国教育系统的共同特征。为了帮助解决这种阅读差距，以前的研究已经确定了一些对学生学习结果产生积极影响的教学策略，包括使用同伴协作和复杂文本。然而，迄今为止，计算机支持的合作学习为参加低表演城市小学的学生提供了对学生的阅读缺口，并对年轻学生获得互联网的能力来读取复杂的能力的关注程度不那么重要组中的文本以及这种对个人阅读理解分数的影响。因此，本研究审查了组合复杂文本，协作学习和访问互联网的影响的影响，以便阅读理解到58年级学生（10-11岁）。学生连续六周一小时见面一小时，并在以下三个条件下阅读：八年级课程独立，八年级级别以互联网接入和四年级互联网接入级别的小组。我们的调查结果表明，具有访问互联网的年轻学生群体能够阅读具有最小教师干预的复杂文本。我们还认为，这种方法有可能帮助学生开发他们的离线和在线阅读理解技能。

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