A collaborative research and a teaching experience with teachers: A follow-up study of the pupils

dc.creator	Orellana Etchevers,Eugenia
dc.creator	Bravo Valdivieso,Luis
dc.date	2000-01-01
dc.date.accessioned	2019-05-03T12:47:42Z
dc.date.available	2019-05-03T12:47:42Z
dc.identifier	https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-07052000000100006
dc.identifier.uri	http://revistaschilenas.uchile.cl/handle/2250/85620
dc.description	This article presents the application of a collaborative teaching model among specialists in Special Education and teachers in low S.E.S. children's groups, and a follow-up study of reading and verbal process in the First and the Second Grades. Results show significant differences in reading comprehension and in verbal test between the experimental and the control groups in the Second Grade. In the Fourth Grade, as the collaborative teaching was over, significant differences between those groups did not appear.
dc.format	text/html
dc.language	en
dc.publisher	Universidad Austral de Chile. Facultad de Filosofía y Humanidades
dc.relation	10.4067/S0718-07052000000100006
dc.rights	info:eu-repo/semantics/openAccess
dc.source	Estudios pedagógicos (Valdivia) n.26 2000
dc.subject	Pedagogical model
dc.subject	collaborative experience
dc.subject	psycholinguistic processes
dc.subject	reading comprehension
dc.title	A collaborative research and a teaching experience with teachers: A follow-up study of the pupils