Ashman, A.F., Gillies, R.M., (2000) The Effects of Cooperative Learning on Students with Leaning Difficulties in the Lower Elementary School. The Journal of Special Education, 34, 19-27.
             I. Purpose: This study explores the concept of cooperative learning. It compares the behaviors and interactions between two groups who had different background training. Among the groups members were students were who classified as having learning difficulties. These students were also compared concerning their behaviors and interactions.
             II. Methods: Two groups were established. One of the groups had a training session dealing with group cooperation. In the 2 hours of the workshop they were taught to use appropriate behavior, use of language, and positive interactions. The other group had no training session but was given brief instruction by the teacher about how to interact in a group. The researchers then video taped and used direct observation and recorded results in specified categories. The students performed a pre and post Otis-Lennon School Ability Test (OLSAT) and completed a pre and post comprehension questionnaire.
             A) Subjects: There were 152 third grade students in four person gender balance groups. These students were from similar socioeconomic and demographic backgrounds. 22 of the children were classified as having learning difficulties.
             B) Independent Variable: Both groups are the independent variables.
             C) Dependent Variable: The OLSAT, group involvement, and the comprehension questionnaire.
             III. Results: The students with learning difficulties in the structured group did not obtain higher levels on the OLSAT. However, they did demonstrate an improvement in group cooperation skills compared to the children who had learning difficulties in the unstructured group. The students in the structured also performed better on the comprehension questionnaire compared to the unstructured group.
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