Resumen

ZERPA, Carlos Enrique. Cooperative learning and reading comprehension strategies: Experience in an introductory engineering course. Rev. Ped [online]. 2002, vol.23, n.67, pp.187-224. ISSN 0798-9792.

ABSTRACT The effect of a cooperative learning program aimed at improving reading comprehension strategies in a sample of 52 students of an engineering introductory course was studied. The experimental group (n = 26) always received instruction in an academic learning environment, cooperative in nature. The control group (n = 26) received instruction on the same contents but cooperative work was not regularly emphasized. Individual measures of reading comprehension levels before and after the treatment were obtained. Three additional cooperative tasks were assigned to pairs of students in both groups to evaluate progress during training. Data were analyzed by means of a "t" test and ANOVA. Results indicate that at the end of the program students in both groups had improved their capacity to comprehend texts. However, the experimental group -the one that had worked systematically in a cooperative manner- obtained better results than the control group. Differences in performance between groups in each of the three tasks, as well as in the post-test, are statistically significant. Results suggest the need to promote cooperative groups when the purpose is to teach cognitive strategies to improve reading comprehension in pre-university students

Palabras clave : Higher education; reading comprehension; learning strategies; cooperative learning.