Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills
Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills
复制标题
合作综合阅读与作文（CIRC）技术对读写技能的影响
DOI：
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发表时间：
2011
期刊：
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通讯作者：
Erhan Durukan
中科院分区：
文献类型：
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作者：
Erhan Durukan
本研究旨在分析合作综合阅读与写作(CIRC)技术与传统阅读与写作教学方法在小学生阅读与写作教学中的效果。研究小组由2009/2010学年在吉雷松省中心一所小学就读的45名7年级学生组成。本研究采用“前测-后测对照组”模式。实验和控制组被随机分配：24名学生被分成试验组，21名学生被分成对照组。研究人员开发了书面表达能力测验(Weat)和阅读理解成就测验(RCAT)，分别收集了研究小组的写作技能和阅读理解技能的相关数据。结果用SPSS软件进行双因素方差分析。对对照组和实验组进行前、后、后测，并进行RCAT测试。统计分析结果表明，实验组和控制组的阅读和写作技能在学业成绩和保持能力上存在显著差异。这种不同之处在于它有利于合作阅读和写作技巧。
The aim of this study was to analyze the effects of the cooperative integrated reading and composition (CIRC) technique and the traditional reading and writing pedagogical methods for primary school students. The study group was composed of 45 7 th grade students enrolled at a primary school at the centre of Giresun Province in the 2009/2010 academic year. “Pre-test-post-test control group” model was adopted in the present study. Experimental and control groups were randomly assigned: 24 students were grouped into experimental group and 21 students into control group. Written Expression Achievement Test (WEAT) and Reading Comprehension Achievement Test (RCAT), both developed by the researcher, were used to collect data related to the study groups’ writing skills and reading comprehension skills, respectively. Results were analyzed via 2-way ANOVA test in the SPSS program. WEAT and RCAT were applied as pre-, post- and retention-test to the control and experimental groups. At the end of the statistical analysis, it was revealed that there was a statistically significant difference between the reading and writing skills of the experimental and control groups in terms of academic achievement and retention. This difference was discovered in favour of the cooperative integrated reading and composition technique.