Name: Rina Agustina 6B

Project 1

Title Writer Published

1. Using the Collaborative Strategic Reading Strategy To Improve Ahmad Oweini 17 Dec 2014
Seventh Graders’ Reading Comprehension In Arabic: A Pilot
Study
2. The Effect of Shadow Reading and Collaborative Maryam Babapour 24 Apr 2018
Strategic Reading on EFL Learners’ Reading
Comprehension Across Two Proficiency Levels
3. Collaborative Strategy Reading for Students with Learning Alison G. Boardman 2016
Disabilities in Upper Elementary Classroom
4. Strategy Use in Collaborative Academic Reading Michelle Mingyue Gu 2021
Understanding How Undergraduate Students Construct
Comprehension of Academic Texts
5. Collaborative Strategy Reading with University EFL Learners Masoud Zoghi 07 July 2014
6. Interactive Whiteboard (IWB) Use During Students Diana Arya 02 Aug 2019
Collaborative Reading Practice: A Year Long Comparison of
Instructional Approaches
7. Collaborative Strategy Reading: Findings from Experienced Sharon Vaughn L10 Apr 2013
Implementers
 Project 2
Reading Results
No Title Objectives Research Research subject Instruments Findings Limitation
. methodology
1. Using the to investigate these A quantitative two groups of Questionnaire, (a)the study indicated that It still needs to be
Collaborative students’ attitudes towards cash study students that test and semi implementing the CSR needed a lot of research
Strategic Reading Arabic language and approach participated in the structured method at the intermediate to explore the
Strategy to Improve reading in Arabic in research in terms of interview understanding of
school level improved
considering the importance the experimental students reading orally
Seventh Graders’ students’ performance
of language and reading to group that received and in writing.
Reading which was evident through
their education as a whole. intensive training in
Comprehension in CSR. increased the students’
Arabic: A Pilot post-test scores.
Study (b)These findings have
implications for teachers
of Arabic with regard to
raising reading
comprehension scores and
improving students’
motivation.
(c) To use CSR because of
its potential to positively
impact on reading
comprehension in seventh
grade, and most likely
other grade
2. The Effect of This study was to Quasi- 144 female learners, Language The findings of the present It is suggested that CSR
Shadow Reading investigate the effect of experimental that is, 72 at proficiency tests, study can be of great and SHR be utilized as
two types of reading design elementary level and pre-test post-test benefit to both new and
and Collaborative 72 at intermediate reading helpful strategies and in
interventions, practitioners and
 Strategic Reading Collaborative Strategic
on EFL Learners’ Reading (CSR) and
Shadow Reading (SHR),
Reading
Comprehension on EFL learners’ reading
Across Two comprehension across two
Proficiency Levels proficiency levels. To this
end, the researcher
selected three intact
elementary classes and
three intact intermediate
classes and randomly
assigned them as one
control and two
experimental groups at
each proficiency level.
This study aimed to
investigate
the resources used in
teaching reading
comprehension to EFAL
learners in the FET phase.
3. Collaborative to teach Collaborative
Strategy Reading for Strategic Reading (CSR;
Students with Klingner, Vaughn,
Learning Boardman, & Swanson,
Disabilities in Upper 2012), a set of reading
Elementary comprehension
Classroom strategies, or to a
business-as-usual
level at a famous comprehension theoreticians in the field of Iranian context, where
English language and teaching language teaching in cooperation and
institute named Iran material. general and teaching interaction in learning
Language Institute process are not pursued
reading in particular.
(ILI) in Urmia, Iran, in to encourage
participated in this Teachers, practicing the cooperation among
study. They were guidelines provided by the learners.
within the age range SCT theory, can provide
of 14–20 opportunities for students
to interact and work
collaboratively in small
groups. In this way,
students can become more
autonomous language
learners as they exchange
knowledge, skills, and
strategies. More capable
students can guide and
help
the weaker ones.
Collaboration encourages
students to develop their
independence and
responsibility to construct
knowledge on their own.
A multisite the study took place Fidelity of demonstrate that because we collect
cluster in 14 elementary implementation, students with learning implementation logs
randomized schools located in teacher logs and disabilities (LD) who for only half of
control trial three urban/near observation received CSR instruction sample, we are limited
(RCT) urban school in their genera education in our ability to
districts, two in one classrooms estimate the overall
state (Site 1) and approximately two times dose. We also don't
one in another state each week over a 14- have access for
 comparison group. (Site 2). Each week period made individual student
district served a significantly greater education programs
diverse population gains in reading information or
of students. Sixty comprehension than services students
teachers, 31 students with LD in receive outside the
randomly assigned comparison classrooms general education
to treatment and 29 (g = .52). Teachers in classroom.
to control, CSR classrooms were suggestions using
participated in the also more likely to additional data
study. provide feedback to collection such as:
students and to use interview data will
collaborative grouping give more explanatory
structures. power.
4. Strategy Use in While research has A qualitative This case study observation and The findings suggest The limitations of this
Collaborative indicated that college research focused on two semi-structured that the students utilized study must be
Academic Reading students may benefit design-cash groups of interviews a series of reading considered when
Understanding How from collaboratively study undergraduate strategies and drew on interpreting the
Undergraduate reading academic texts, students with the ideational and findings. First, this
Students Construct little is known about different degrees of linguistic resources study drew on a single
Comprehension of how they co-construct participation in shared within the group case of the
Academic Texts comprehension through discussions – one to build comprehension. collaborative
text-based discussions. active group and Three key processes for academic text
one silent group – comprehension co- summarization
in a course on construction were found: processes by two
English for (1) paraphrasing to groups of
academic purposes contribute personal undergraduate
(EAP) at a Chinese understanding, (2) students in one EAP
university. elaborating to clarify course. And
meanings, and (3) discussion duration is
summarizing to build short, which may limit
consensus. Pedagogical our understanding of
implications concerning students' strategic use
 the instruction and task of ideational and
design for collaborative linguistic resources
academic reading are during prolonged
discussed. discussions.
The analysis suggests
students usually
employed
summarizing strategy
to synthesize textual
information and peers
ideas to build a
consensus in
discussions.
5. Collaborative to address the above A 42 students for this Pre-test and Overall findings This research is, in
Strategy Reading problems, the current quantitative study. The post-test demonstrate that EFL uncertain terms,
with University EFL study was designed to data analysis participants had learners can benefit from limited considering
Learners determine the effect of been assigned to these two effective research design. Due
the Modified this class based on reading instructional to the constraints
Collaborative Strategic their KONKOOR elements. Undoubtedly, imposed by the
Reading (MCSR) (University well organized research site on the
technique in enhancing Entrance small-group learning In this study, we were
university-level first- Examination) combined with research- unable to include a
years' EFL reading scores. The based reading strategy control group.Thus,
comprehension. MCSR university academic instruction is a structure the use of only one
is a modified version of administration of that holds great promise. group can have a
Collaborative Strategic the study site had We therefore suggest weakening effect on
Reading (CSR) which already pre-grouped that reading instruction quantitative study
combines cooperative them in classes of for university-level EFL results. Admittedly,
learning and reading 42-54 students students include a other limitations
strategy instruction bridging strategy that related to instructional
(Klingner & Vaughn, can provide reading frequency and
1996). Additionally, strategy instruction duration. It's not
 this study intended to combined with impossible that an
evaluate the perceptions much-needed, scaffolded instructor national
ofthe students regard- learning. techniques with
ing the efficacy of appropriate
MCSR instructional
frequency and
duration will has
yielded greater profits.
Besides, it's also
possible that the
reading
comprehension test
developed by the
researcher does not
have strong power
psychometric
properties for the
subjects in this study.
In addition, the small
sample size and
limited number of
questions.
suggestion, this
limitation should be
seriously considered
in future MCSR
studies. Thus, the
result in this study
should be interpreted
with caution.
6. Interactive The prevalent use of Per research A total of 21 Interviews, Findings from this study One of the limitations
Whiteboard (IWB) interactive whiteboards design middle school reported coach mark the beginning of a of this study was the
 Use During Students (IWBs) in K-12 language arts and reported series of investigations lack of a control
Collaborative classrooms has teachers (six sixth- IVC about the importance of group (ie missing
Reading Practice: A been met with questions grade teachers, observation student collaboration teacher observations).
Year Long regarding how teachers eight seventh-grade during reading and of This study suggests
Comparison of use such technologies to teachers, six eighth- teachers’ explicit the importance of
Instructional facilitate student grade teachers and invitations for students using explicit
Approaches learning. And to upgrade one teacher) who to use advanced instructional facilitate
Comprehension with taught both seventh technologies like IWBs student collaboration
Collaborative Strategic and eighth-grade in particular ways and b) the need for
Reading students during collaborative sufficient time to
participated in this reading practices. teachers to gradually
study findings from a recently incorporate
reported study suggested technology into
that the emergence of classroom practice
new technologies run the
risk of reducing the
quality of parent–child
interactions that are
critical for socio-
emotional and literacy
skills development
(Radesky, Schumacher,
and Zuckerman 2015)
7. Collaborative This study examined the A data There are 26 CSR Internal validity Findings indicate that the absence of a
Strategy Reading: effects and fidelity of reduction classes and 22 checklist, CSR was associated systematic pattern in a
Findings from collaborative strategic comparison classes. comparison with a greater effect series of teacher
Experienced reading (CSR) Teachers were classroom, when implemented in observations (as
Implementers implemented by asked to implement implementation ELA classrooms indicated by the ill-
experienced CSR CSR in their logs, student compared to Reading fitting model) does
teachers. Eligible nursing class for measures: classrooms. not render the data
teachers (others only approximately reading test and useless, it limits its
reassigned to teach two 50-minute test of word use, of course in
 grades/subjects not sessions per week reading comparison with the
eligible for inclusion). for 18 weeks. efficiency data which can be
And to researching the reduced to meaningful
role of loyalty. factors according to
the theoretical model.

GUIDELINES OF READING FOR LITERATURE

Using the 1. Identify the big question
Collaborative This study is trying to investigate these students’ attitudes towards Arabic language and strategy to improve Seventh Graders’
Strategic Reading Comprehension in Arabic.
Reading 2. Summarize the background in five sentences or less
Strategy to In this study the work in comparison is made between one group of students who were trained in and used CSR with a second
Improve Seventh group that continued in the traditional teaching section. It still needs to be needed a lot of research to explore the understanding of
Graders’ students reading comprehension. Further research is recommended on the effectiveness of CSR over a longer period of time,
Reading especially with resfect to monitoring whether students continue to implement the strategies they have learnt on a long time-tern
Comprehension basic.
in Arabic: A 3. Identify the specific question
Pilot Study a. Does teaching seventh graders through the CSR method increase their reading comprehension in Arabic when reading
grade level expository texts?
b. Does using CSR increase students motivation level in reading grade level Arabic books?
4. Identify the approach
the teachers generally use a traditional approach to teaching reading comprehension.
5. Read the methods section

6. Read the results section

Result of the study indicated that implementing the CSR method at the intermediate school level improved students performance
which was evident through increased the students post test scores. Students gained enormously from what was a novel approach in
 this particular context. It proved instrumental in breathing some new life into the arguably obsolete traditional Arabic teaching
methods in use.in additional, it provided them with a chance to work in groups and interact on a regular basis, which increased
their self confidence and communication skills.
7. Determine whether the results answer the specific questions
Result of the study indicated that implementing the CSR method at the intermediate school level improved students performance
which was evident through increased the students post test scores.
These findings have implication for teachers of Arabic with regard to raising reading comprehension scores and improving
students motivation.
8. Read the conclusion/discussion/interpretation section
In conclusion, data gathered from the questionnaire, interview and tests all corroborate the literature in the importance of
cooperative learning and communicative approaches in language learning. The study have implications for teachers of Arabic with
regard to raising reading comprehension scores and improving students motivation. As for future research, it would be
advantageous to develop a longitudinal study to evaluated CSR effectiveness over a longer period of time.
9. Go back to the beginning read the abstract
Yes, the findings matches with the abstract

1. Identify the big question

Securities the effect of two types of reading interventions, Collaborative Strategic Reading (CSR) and Shadow Reading (SHR), on EFL
The effect of learners’ reading comprehension across two proficiency levels
shadow reading 2. Summarize the background in five sentences or less
and The researcher selected three intact elementary classes and three intact intermediate classes and randomly assigned them as one control
collaborative and two experimental groups at each proficiency level.
strategic reading 3. Identify the specific question
on EFL learners’  What is the main effect of various reading interventions (SHR and CSR) on reading comprehension skill of Iranian EFL
reading learners?
comprehension  What is the main effect of proficiency level on reading comprehension skill of Iranian EFL learners?
across two  What is the interaction effect between various reading interventions (SHR and CSR) and proficiency level?
proficiency 4. Identify the approach
levels This study employed a quasi-experimental design to examine the effect of SHR and CSR on reading comprehension ability of Iranian
EFL learners across two proficiency levels. The study was conducted with two experimental groups as well as one control group at
elementary and intermediate level.

5. Read the methods section

6. Read the results section
The obtained data were analyzed using SPSS. Kolmogorov-Smirnov methods were used to ensure the normality of the distributions of
scores and the Levene’s Test was used to check the homogeneity of variances.

7. Determine whether the results answer the specific questions

 CSR and SHR had a positive effect on reading comprehension skill of Iranian EFL learners at elementary and
intermediate level.
 CSR was more effective than SHR at both proficiency levels.
 Proficiency level had no effects on reading comprehension skill of Iranian EFL learners.
 There was no interaction between reading interventions and proficiency level.

8. Read the conclusion/discussion/interpretation section

The overarching aim of the research reported here was to investigate the effect of various reading interventions (SHR and CSR) on
Iranian EFL learners’ reading comprehension skill across two proficiency levels. To address the objective of the research, a quasi-
experimental study was set out. The results of two-way ANOVA and the Tukey HSD test revealed that the groups receiving CSR
outperformed the SHR groups and control groups. Moreover, SHR groups outperformed the controlgroup as well. However, proficiency
level had no effects on reading comprehension skill of the participants and there was no interaction effect between reading interventions
and proficiency level. This study substantiates the need to extend the view of reading as individual interaction between reader and text to
incorporate the construction of meaning via the collaborative interaction of two or more readers. And It is suggested that CSR and SHR
 be utilized as new and helpful strategies and in Iranian context, where cooperation and interaction in learning process are not pursued in
to encourage cooperation among learners.

9. Go back to the beginning read the abstract

Yes, the findings matches with the abstract

Collaborative
Strategy 1. Identify big question
Reading for Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading for students
Students with with learning a disabilities in upper elementary classrooms
Learning 2. Summarize the background in five sentences or less
Disabilities in The current study examined the influence of using a set of reading comprehension strategies, Collaborative Strategic Reading (CSR;
Upper Klingner, Vaughn, Boardman, & Swanson, 2012) in fourth- and fifth-grade classrooms compared to a business-as-usual comparison
Elementary group who used their typical instructional strategies. Another key limitation of this study is that the findings showed no main effect
Classroom whereas an interaction effect was detected. In the absence of a main effect, more credence is typically given to positive subgroup
findings when the estimated full sample effect is positive and statistically significant.
team-based learning has been examined in social studies classes as a means of enhancing outcomes and might be a valuable way of
adjusting CSR.
Addressing the influence of teachers’ text selection within reading comprehension strategies instruction could also provide useful
information to educators.
3. Identify the specific question
 What is the efficacy of CSR on the reading comprehension of fourth- and fifth-grade students in general education
classrooms compared with students in a comparison group?
 What is the efficacy of CSR taught in general education classrooms for a subgroup of students with learning
disabilities?
  How does fidelity to the CSR model distinguish instruction between CSR and comparison classrooms?

4. Identify the approach

Teachers participated in one full day of CSR professional development that included the rationale for implementing strategy instruction,
how to teach the CSR strategies, methods for supporting discussion in student-led groups, and how to introduce CSR to students.
Professional development included modeling and opportunities for teachers to practice and to plan how to integrate CSR into existing
practices.
5. Read the methods section
6. Read the results section
Maintaining the same standard score on the GMRT from fall to winter represents average growth in reading over that time period
(MacGinitie et al., 2002). Our results show that on average, although students with LD scored lower at pretest and at posttest than
students without LD, the average gains from pretest to posttest for all students were positive. Further, students with LD in CSR
outperformed students with LD in the comparison condition, on average.
7. Determine whether the results answer the specific questions
 Overall, students without LD in both conditions made gains in a short period of time with no statistical difference
between treatment and comparison groups.
 Students without LD appeared to benefit from the instruction they were receiving in their classrooms, regardless of
whether or not CSR was used.
 That incorporates features of effective instruction for students with comprehension difficulties would positively influence
the reading comprehension of students with LD in general education classrooms.
8. Read the conclusion/discussion/interpretation section
Further, in CSR, students are assigned to heterogeneous small groups, and students in this study were observed working in small groups
more often in CSR classrooms than in comparison classrooms. Within those groups, students are given multiple resources and use
expert roles to guide the group through the reading process. For students with LD, this provides a process that they can apply with built-
in scaffolds that include both material resources (e.g., a list of fix-up strategies to identify unknown words or concepts) and human
resources that are employed when students share, discuss, and help each other make meaning from text.
The authors suggested several criteria for determining when an effect for a specific subgroup provides strong evidence of an
intervention’s effectiveness, including whether a research design is used that supports valid inferences, if findings are consistent with
 prior empirical findings and existing theory, whether results are statistically significant, and if the magnitude in differences is large
enough to be important. The present study include all of these criteria.

9. Go back to the beginning read the abstract

Yes, the findings matches with the abstract

1. Identify big question

Strategy use in The research has indicated that college students may benefit from collaboratively reading academic texts, little is
collaborative known about how they co-construct comprehension through text-based discussions.
academic 2. Summarize the background in five sentences or less
reading: the study investigated the spontaneous use of reading strategies in 10 post-reading group discussions and probed into
Understanding the key processes for comprehension building shared by the two groups. The limitations of this study must be
how considered when interpreting the findings. First, this study drew on a single case of the collaborative academic text
undergraduate summarization processes by two groups of undergraduate students in one EAP course. Future studies could expand
students the research scope to include more participants or participants from more diverse contexts to reach a more
coconstruct comprehensive understanding of the meaning co-construction process. Furthermore, the duration of the discussions
comprehension was short, which may limit our understanding of students’ strategic use of ideational and linguistic resources over
of academic prolonged discussions.
texts 3. Identify the specific question
4. Which strategies are adopted by the two groups of students in post-reading discussions?
5. What are the shared key processes through which the two groups adopt reading strategies to co-construct
comprehension?

4. Identify the approach

a case study approach was employed to provide a detailed presentation of contextual conditions and to collect
multiple sources of data for triangulation (Yin, 2018).
5. Read the methods section

6. Read the results section

findings revealed that when the students were assigned to read the whole textbook passage, they sometimes saw no
need for in-depth discussions as they could easily understand the texts and reduced their contributions to group
discussions once the responsibility for task completion shifted to the presenter. This has implications for the design of
collaborative reading activities. Specifically, teachers may organize tasks in ways that assign responsibility to every
group member, because students are more likely to be deeply engaged in collaboration when given responsibility for
leading the group in turns (Spörer & Schünemann, 2014). For example, engaging students in jigsaw reading (i.e. each
student is responsible for reading a particular section of an academic text and then bridging the information gaps
among members through discussion) may encourage more opinion exchanges within groups
7. Determine whether the results answer the specific questions
this study focused on two five-student groups to provide a ‘thick description’ (Duff, 2008, p. 43) of how they
completed collaborative reading tasks. Audio-recorded group discussions were analysed to explore how strategies
facilitated meaning-making from academic texts.
The course started in Week 1 of a nearly five-month semester.
Reading: Students were asked to preview academic texts (textbook articles) before class and had 5–10 minutes for
individual in-class reading.
Discussion: After reading, they worked in groups for 10 minutes to summarize the texts and formulate an outline.
Presentation: One randomly-selected presenter from each group wrote the outline on the blackboard and gave a 2-
minute, outline-based presentation
8. Read the conclusion/discussion/interpretation section

Through analysing the use of strategies implicit in post-reading group discussions, this qualitative case study has
provided a preliminary understanding of how undergraduate students collaboratively develop their comprehension of
academic texts. The findings indicate that collaborative reading provides rich ideational (Aukerman et al., 2017) and
linguistic resources (Mbirimi-Hungwe, 2021) that facilitate comprehension, compensating for students’ ‘missed
opportunity’ (McGrath et al., 2016, p. 162) to question and build on each other’s interpretations in individual
academic reading. However, it is noteworthy that while students strove for comprehension through collaboration,
they might still need contingent scaffolding from teachers (Reynolds & Daniel, 2018).
9. Go back to beginning read the abstract
Yes, the findings matches with the abstract
Collaborative Strategic 1. Identify the big question
Reading with The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach
University EFL called MCSR modified collaborative strategy reading
Learners 2. Summarize the background in five sentences or less
The research developed reading comprehension test was group administered at pre test and post test. Upon completion
of the study, students perceptions regarding MCSR were also evaluated by mean ofan opinionnaires.
3. Identify the specific question
 Will students who are taught on the basic of MCSR demonstrate gains in reading comprehension
performance, as measured by the researcher-developed reading comprehension test?
 How do the EFL students respond to MCSR an instructional practice which is a combination of reading
strategy instruction and cooperative learning?
4. Identify the approach
Research collected qualitative information to complement quantitative data. It this study the researcher employed a
significantly modified form of CSR called MCSR
5. Read the methods section
6. Read the results section
In this study we provided the reading program of MCSR to university level EFL students in order to investigate
students responses to this particular technique with regard to gains that they made on a researcher developed reading
comprehension test.
7. Determine whether the results answer the specific questions
The research can provide a rich understanding of MCSR assuredly views as an effective, responsive, educational tool
at the tertiary level for EFL learners.

8. Read the conclusion/discussion/interpretation section

The conclusion was that EFL students strong preference for communicative activities runs counter to the popular
thinking that disapproves group work duo to students long standing conventional learning traditional.
9. Go back to beginning read the abstract
Yes, the findings matches with the abstract
Interactive whiteboard 1. Identify the big question
(IWB) use during school teachers over a single academic year as they developed
student collaborative The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has Received 7 August 2017 been met with
reading practices: A questions regarding how teachers use such technologies to Accepted 24 July 2019
year-long comparison facilitate Interactive whiteboard
of instructional 2. Summarize the background in five sentences or less
approaches Teachers uses The large touch-screen display of interactive whiteboards (IWBs) are used prevalently in classrooms
across the U.K., Australia, and the United States (Kearney et al. 2018; Kitchen et al. 2006). These technologies provide
class-wide access to computerised applications and the Internet.
One limitation of this study is the lack of a control group (i.e. missing observations of teachers using CSR without the
IWB), thus preventing us from investigating the unique effects of the IWB on collaboration during CSR reading
groups. suggest a) the importance of using explicit instructional prompts for facilitating student collaboration and b)
the need for adequate time for teachers to gradually incorporate technology into classroom practices over the academic
year.
3. Identify the specific question
 What are the specific uses of IWB technology during student-driven, collaborative reading groups within a
language arts middle school classroom?
 What is the relationship between IWB use and the type of observed CSR literacy practices among the
students?
 What changes, if any, are observed in the frequency and variety of IWB use during collaborative reading
lessons over the academic school year?
 4. Identify the approach
Per research design, participating teachers attended an initial two-day professional development training of this
programme to learn how to lead their classes in CSR lessons.
5. Read the methods section
6. Read the results section
Results from our analysis of initial and final coaching observations as well as teacher-reported use of the IWB during
CSR lessons suggest that some teachers exhibited attitudes and perspectives indicative of ‘standing back’ and
‘viewing’ CSR and IWB practices critically in relation to the instructional context (Cope and Kalantzis 2000, p.35). In
this respect, the development of pedagogical knowledge and technological knowledge were inherently entwined;as
these two forms of knowledge grew in tandem, content knowledge was made more visible, and thus accessible to both
teachers and students for critique.
7. Determine whether the results answer the specific questions
Of the 83 total instances of IWB use (i.e. teacher or students explicitly applied some aspect of the IWB during
instruction whether in the form of reference for displayed information or actual annotations) during the reading group
portion of the IVC lessons, student sharing (sending to or annotating the IWB display screen without revisions or
discussions.
Two outcome variables (established outcome scores from the aforementioned IVC instrument) were each regressed on
a single explanatory variable: the total number of instances of collaborative use of the IWB during reading groups.
The sum of all forms of IWB use observed for each recorded lesson (i.e. each coded 1 if present and 0 if not) served as
a proxy for variety in IWB use. For all first lesson observations, the mean score for this composite variable was 1.61
(less than two distinct uses of IWB) while the final observations averaged in 3.06 (more than three distinct uses of
IWB), resulting in a significantly higher difference in variety of IWB use between the beginning and the end of the
year (t = 2.11, p < .05).

8. Read the conclusion/discussion/interpretation section

Findings from our study suggested that The recent influx of IWBs in schools has outstripped the pace of empirical
investigations and scholarly work aimed to clarify and support the practices and processes for using such technologies,
particularly uses for supporting collaborative reading approaches such as CSR. We aimed to determine potential
 benefits of such technology by investigating the uses of IWBs during peer-led, collaborative reading activities as
inscribed by the CSR programme.
9. Go back to beginning read the abstract
Yes, the findings matches with the abstract

Collaborative Strategy 1. Identify the big question

Reading: Findings from The primary research question was to determine the efficacy of CSR with experienced CSR teachers on
Experienced middle school students’ reading comprehension, and second we were interested in the role of implementation
Implementers fidelity on students’ outcomes.

2. Summarize the background in five sentences or less

On the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible
teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and
Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension
outcomes of their students participated in a 2ndyear, new cohort of students. Teachers taught multiple sections of ELA
or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were
assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement
CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks.
there was a combination of teacher attrition and teacher reassignment that made testing the primary question
challenging. Longitudinal studies relying on teacher participation, in which teachers need to stay in the same role for
the study to be successful, are difficult to implement because of the ongoing and considerable changes made in school
personnel on a yearly basis.
3. Identify the specific question
 4. Identify the approach

A data reduction. Multicomponent approach

5. Read the methods section

6. Read the results section
Descriptive summaries for student outcomes are reported in Tables 3 and 4. Pretest and posttest mean values are
indicated by treatment condition and teacher type for the Gates–MacGinitie and TOSREC. Estimates of between- and
within-groups variance are reported, as well. Results of the inferential analyses are presented in three parts: (a) the
confirmatory factor model of implementation fidelity, (b) of intent-to-treat, and (c) modified as-treated effect
estimates.

7. Determine whether the results answer the specific questions

8. Read the conclusion/discussion/interpretation section
In this study, we examined the relative effects of CSR implementation by experienced CSR teacher-implementers
(Year 2) who had participated in the treatment the previous year (Year 1). In the Year 1 study, students in the treatment
significantly outperformed typical students on reading comprehension (Vaughn et al., 2011). We hypothesized similar
findings for the Year 2 study; however, this hypothesis was not confirmed with findings revealing no statistically
significant impact for treatment students over typical students. Although the effect size was similar across Years 1 and
2, there were fewer available units (i.e., classes with teachers) for randomization in Year 2 and thus less power. With
respect to our primary research question, whether teachers who were experienced CSR implementers would yield
significantly higher outcomes in reading comprehension for their target students, there is no evidence from this study
to support advantaged outcomes for students from experienced teachers. There are several possible explanations for
this lack of significant effect for Year 2.

9. Go back to beginning read the abstract

Yes, the findings matches with the abstract