Collaborative Strategic Reading: Fostering Success for All

Subini A. Annamma, University of Denver
Amy Eppolito, University of Colorado Boulder
Janette Klingner
Amy L. Boele, University of Colorado Denver
Alison Boardman, University of Colorado Boulder
Stephanie J. Stillman-Spisak, University of Texas at Austin

Abstract

The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits for all middle school students, especially those historically at risk for school failure, including English Language Learners, struggling learners, and students designated with a special education label. The teachers' perceived benefits for these students included additional oral language exposure for ELLs through interaction with peers, access to different levels of text for students in special education, and explicit strategy instruction for struggling learners. The teachers also commented on CSR's positive impact on their classroom communities: CSR fostered cooperation, built students' confidence and self-esteem, and facilitated increased student engagement. (Contains 1 table.)