References
Met WWC evidence standards
Bramlett, R. K. (1994). Implementing cooperative learning: A field study evaluating issues for school-based consultants. Journal of School Psychology, 32 (1), 67–84.
Skeans, S. E. S. (1991). The effects of Cooperative Integrated Reading and Composition: Fidelity of implementation, and teacher concerns on student achievement. Dissertation Abstracts International 53 (02), 0455A. (UMI No. 9217026)
Did not meet WWC evidence screens
Calderon, M., Hertz-Lazarowitz, R., & Slavin, R. E. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The Elementary School Journal, 99 (2), 153–165. 1
Jenkins, J. R., Jewell, M., Leicester, N., O'Connor, R. E., Jenkins, L. M., & Troutner, N. M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60 (4), 344–358. 4
Nath, L. R. (1996). A peer tutoring training model for cooperative groupings: Is the effectiveness of cooperative groupings enhanced by students obtaining peer tutoring skills? Dissertation Abstracts International, 57 (12), 5051A. (UMI No. 9717224)3
Rapp, J. C. (1991). The effect of cooperative learning on selected student variables (Cooperative Integrated Reading and Composition on academic achievement in reading comprehension, vocabulary, and spelling on student self-esteem). Dissertation Abstracts International, 52 (10), 3516A. (UMI No. 9207225)4
Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22 (4), 433–454. (Study: Fall 1985)5
Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative Integrated Reading and Composition: Two field experiments. Reading Research Quarterly, 22 (4), 433–454. (Study: Spring 1985)5
Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83 (1), 8–16. 2
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95 (3), 241–262. 2
Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American Educational Research Journal, 32 (2), 321–351. 2
2 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through third grade; this study did not disaggregate students in the eligible range from those outside the range.
3 The outcome measures are not shown to be valid or reliable: the outcome measures used in this study did not demonstrate adequate reliability or validity.
4 Does not use a strong causal design: there was only one intervention and/or one comparison unit in each study condition, so the analysis could not separate the effects of the intervention from other factors.
5 Complete data were not reported for the WWC to compute effect sizes for the third graders, the sample of interest to this review.
