Activating Comprehension through Cooperative Learning.

Cooperative learning is a dynamic method by which to teach content area comprehension and learning strate gies. In a cooperative learning envi ronment, students work in small groups to accomplish a common goal. While working as a reading special ist in an elementary school, I created a teaching model that develops reading comprehension and learning strategies through cooperative learning. It is in tended for intermediate grade class rooms in content area lessons. This article first presents the ration ale and then a description of the in structional technique. Within each phase, appropriate strategies are out lined. Finally, I will discuss students' benefits and make suggestions for im plementing the model. Active learning Reading comprehension is an active process (Orasanu and Penney, 1986; Pearson, 1985). Readers use their prior knowledge as a blueprint to aid in the construction of meaning (Spiro, Bruce, and Brewer, 1980). The extent of their prior knowledge determines how efficiently they formulate mean ing (Chapman, 1984; Pearson, 1984). If background knowledge is substan tial, comprehension will occur with relative ease. However, if prior knowl edge is weak, more processing must take place for the author's message to be understood (Johnston and Pearson, 1982). Cooperative learning is particularly conducive to activating children's prior knowledge (Flood, 1986). Children discuss and share ideas with others, which encourages them to actively participate in their learning. Working