Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction

Abstract The goal of this project was to create a middle school literacy program that was more responsive to the needs and abilities of early adolescents in urban middle schools. The program components included: (a) cooperative learning classroom processes; (b) a literature anthology for high interest reading material; (c) explicit instruction in reading comprehension; (e) integrated reading, writing, and language arts instruction; and (f) a writing process approach to language arts. The study was conducted in 5 schools in a large urban school district, 2 implementing Student Team Reading and Writing (STRW) and 3 comparison schools. The results indicated that the students in STRW had significantly higher achievement in reading vocabulary, reading comprehension, and language expression. The results suggest that a multifaceted approach to restructuring can effectively improve the achievement of students in urban middle schools.