Improve Reading Comprehension Through Cooperative Learning

Abstract

There is a great difference between the forms of individual learning. Typical of previous conceptions of teaching and an approach to learning processes and human interaction that are promoted in the dynamics of any strategy learning program, which propose that the processes are centered on the student plus the environment (Cázares, 2007). By identifying the individual work experience in the classroom, it is possible to identify certain notions that characterize this process: a) the student works in isolation, which, if it happens frequently, can cause a decrease in personal motivation, increase frustration feelings, anxiety feelings and the perception that learning is a totally impersonal experience; and b) limits the resources that the student can use to make good personal effort (Ferreiro, 2019). Therefore, alternative ways of developing the educational process must be thought, taking advantage of the potential knowledge that the cooperative environment can provide. Cooperative learning can be defined as a "is a crucial method in the educational field not only in the elementary and secondary Schools but also in the universities" (Yassin & Razak, 2018). Within this scheme, it essentially identifies three elements: a) a task structure; b) a reward structure; and, c) an authority structure, referring to the relative control that the student can have over their own activities.