Primary School Collaboration Skills

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

Douglas Fuchs, Lynn S. Fuchs, Patricia G. Mathes, Deborah C. Simmons

A large quasi-experimental study evaluated PALS, a classwide peer-tutoring reading program implemented in grades 2–6. Students worked in structured partner roles on scripted reading activities and showed greater reading gains than control classes.

Cooperative Learning in Third Graders' Jigsaw Groups for Mathematics and Science With and Without Questioning Training

Elmar Souvignier, Julia Kronenberger

An experimental study with 3rd graders compared jigsaw, jigsaw plus questioning, and teacher-led lessons in math and science. All groups learned, but the jigsaw was effective only when the materials and explaining skills were well structured, with guidance recommended before group work.

Collaborative Strategic Reading During Social Studies in Heterogeneous Fourth-Grade Classrooms

J. S. Schumm, S. Vaughn, Janette K. Klingner

A quasi-experimental study with 4th graders used Collaborative Strategic Reading in small social studies groups. Students applied comprehension strategies in guided peer groups and showed greater reading gains than controls, with teachers using CSR roles and routines to support talk.

Using Collaborative Strategic Reading with mixed-ability groups

Sharon Vaughn, Jeanne Shay Schumm, Janette K. Klingner

Practice-oriented article describing CSR with evidence from classroom research. Students learn four comprehension strategies and apply them in cooperative groups with assigned roles. Teachers can follow the step-by-step modelling and role descriptions to make reading groups more cooperative and focused.

The Effectiveness of Cooperative Learning in the Reading Classroom

Amelia Tankersley, Joshua A. Cuevas

Quasi-experimental study with 3rd graders comparing two cooperative reading methods, CSR and Jigsaw. Both approaches supported comprehension; CSR showed broader topic gains. The article includes detailed procedures teachers can copy to set up small reading groups with shared responsibility.