















































173 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 03, October 2020, pp. 173-184 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Use of CIRC Strategy on Students’ Reading Comprehension Skill  
 

Imam Nur Aziz 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik 

imamnuraziz@gmail.com  

 

Abstract 
Reading is the most and useful skill for people. It is an activity that can update any information or knowledge. 

This research aims to know the effect of CIRC strategy on students' reading comprehension skills in the 

description text. This study used a quasi-experimental in which design involves two groups, namely the 

experimental group and the control group. The research was conducted in the experimental class consists of 

20 students, and the control class consists of 20 students. The results show that The minimum score of pre-

tests in the experiment class was 44, and the maximum was 84. While the minimum score of pre-tests in the 

control class was 44and, the ceiling was 78.  On the other side, the mean of each group was different. The mean 

score of the pre-test experiment was 68,00, and the mean score of pre-test control was 61,50, and The minimum 

score of post-tests in the experiment class was 80, and the maximum was 92. While the minimum score of post-

tests in the control class was 68, and the maximum was 84. On the other side, the mean of each group was 

different. The mean score of the post-test experiment was 85,00, and the mean score of post-test control was 

75,30. 

Key Words: CIRC, Reading Comprehension, Cooperative Learning. 

 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:imamnuraziz@gmail.com


174 
 

I. INTRODUCTION 

Reading is the most and useful skill for 

people. It is an activity that can update any 

information or knowledge. We can get this 

information or knowledge from many 

sources, such as books, novels, poems, 

magazines, newspapers, and any other (Aziz, 

2019). If we read more, we will be able to get 

information and knowledge more too. 

Reading is also an important tool for 

academic success (Aziz & Dewi, 2019). If the 

students have good ability in reading, it 

enables the students to get a better 

opportunity in achieving their study. On the 

ten contrary, if the students have poor 

knowledge in translation, it allows the 

students to face difficulties in completing 

their studies. In order, our reading skill can 

increase, we should practice our reading 

more and more. So, we will have a good sense 

of English (Durukan, 2011). 

Good readers can understand the 

individual sentences and, therefore, 

the organizational structure of a chunk of 

writing. they'll comprehend ideas, follow 

arguments, and detect implications. They 

know most of the words within the text 

already. Still, they'll also determine the 

meaning of the many of the unfamiliar words 

from the context - fielding this, and 

they'll use their dictionary effectively to try 

and do so. therefore, good readers can extract 

from the writing what's essential for the 

actual task they're employed in, and that 

they can bonk quickly (Varisoglu, 2016). 

There are many strategies in improving 

students reading comprehension; one of 

them is Cooperative Integrated Reading and 

Composition (CIRC). CIRC is a learning 

strategy that combines cooperative learning 

with increased reading, writing, and art 

skills in language (R. E. Slavin, Stevens, & 

Madden, 1988). In this strategy, students are 

involved in various cooperative activities in 

teams consisting of four to five members 

(Mubarok & Sofiana, 2017). In reading skills, 

students read aloud with their partners, 

identifying the grammatical components of 

the story; practice vocabulary, decoding, and 

spelling; and write compositions in response 

to stories. So they can receive instruction 

directly in reading comprehension skills. In 

the art of writing, a structured writing 

process is used where students work with 

teammates to plan, arrange, revise, edit, and 

publish compositions. The cooperative 

approach presents an innovative approach 

which is a shift from the paradigm in the field 

of language teaching. 

Cooperative learning is a learning 

approach that is rooted in communicative 

language teaching (CLT) learning. Five 

elements build the essence of this approach, 

among others, positive dependence, 

individual accountability, face-to-face 

interaction, interpersonal skills, and group 

processing (Jahanbakhsh, AliAsgariZamani, 

& Garman, 2019). The results show that 

Student Reading and Composition (CIRC) 



175 
 

can work significantly and better to increase 

reading comprehension knowledge. 

Reading comprehension is the primary 

concern as a general indicator in the 

achievement of reading because 

understanding a text is an integration 

between the text's meaning of the passage 

(Soden et al., 2015; Stanley, Petscher, & 

Catts, 2018). Understanding a reading can be 

understood as the ability to understand and 

use text for learning and is a fundamental 

skill that must be learned by language 

learners (Soden et al., 2015). Individual 

differences in reading comprehension is a 

cognitive-linguistic ability (Stanley et al., 

2018). cognitive-linguistic factors of learners 

have an impact on their reading 

comprehension.  

Therefore, English teachers have to 

activate the cognitive process and motivate 

the students’ attention and stimulate their 

interest to learn English reading (Aziz, 2019). 

Because the primary context of reading 

comprehension should be able to be placed in 

the early years of elementary school, thus in 

the next level, students can develop their 

reading comprehension skills. 

II. LITERATURE REVIEW 

A. Understanding Cooperative Learning 

The teaching of shade in constructivist 

theories of learning is cooperative learning. 

The model of this learning developed from 

constructivism theory learning, spring from 

ideas of Piaget and Vygotsky (Santrock, 2018; 

E. R. Slavin, 2012). Based on the research of 

Piaget, the first time said that knowledge 

built of children's ideas (Piaget, 1929). 

Theory-based on cooperative learning is the 

basis of the constructivism approach theory 

in the study is an approach in which the 

student must find and transform the 

complex of information individually, 

investigate the information with instruction 

do and revise it if needs. 

Cooperative learning as the main strip 

in education practice includes the central 

piece in education practice; one other thing 

is to upgrade the attainment of students’ 

achievement (Slavin Robert, 1995). Also, 

some positive consequences which develop 

the relationship between teamwork, an 

acceptance toward classmate that has a 

feeble-minded in academic level and upgrade 

self-esteem. The other reasons are an 

appearance or awareness that students are 

needed to learn for thinking, finishing 

problem, integrate and applicate the ability 

and their knowledge, that is, learning 

cooperative is tools which are useful for 

reaching those matter (Slavin Robert, 1995). 

Cooperative learning is a learning model in 

which students teach in small groups who 

have different ability levels. In finishing the 

group task, every member is doing together 

and helps to understand the learning 

materials. 

The teaching of cooperative learning 

agree with human character as a social 

creature who interdependence complete 



176 
 

with other people, have purpose and 

accountability together, sharing division of 

labor, and same feel. In exploit the reality, 

study learning together will train the 

students to share the knowledge, duty, and 

accountability. They will learn to realize 

each other. 

Cooperative learning is teaching 

activities that working together with the 

group and construct the concept to finish the 

problem-based. The group consists of 4-5 

students, heterogeneous (ability, gender, and 

character), there is control and facilities, and 

ask the resulting accountability of group are 

report or presentation (Altun, 2017). 

Cooperative learning divided become 

six phases (Jauhar, 2011): 

Phases/stages The teacher of activities 

Explains the 

purpose and 

motivate the 

student. 

The teacher explains the 

learning purpose will be 

reached on the lesson and 

motivate the student to 

study. 

Provide the 

information 

 

 

 

The teacher provides the 

information to students 

with demonstration 

methods or through 

reading material. 

 

Organize the 

student in the 

groups of 

study 

The teacher explains to 

the student.  

Conduct the 

work team 

and study 

The teacher conducts the 

groups of study do their 

duty  

Evaluation  The teacher evaluates the 

study result about 

material have been 

learned, or each of group 

presents the study result   

Give 

appreciation 

to individual 

or group who 

get the group 

result such as 

by giving a 

reward 

The teacher looks for 

manners to appreciate, 

neither effort nor the 

result of study individual 

and group  

 

Based on Roger and David Johnson, 

there is five substance which should be 

applied in cooperative learning below: 

1) Positive interdependence 

2) Individual accountability  

3) Face facing promotive  interaction, 

4) Participation communication 

5) Group process evaluation 

From the principle above, we can 

conclude that collaborative learning 

Convince the students’ to have primary 

substances for reaching the purpose. Each 

student’ have a duty with the role that 

supports, connects, completes, and 

interdependence each other with other 

students’ in the group, finishing the problem 



177 
 

togetherness, with face to face promotion 

interaction, and a useful purpose will not be 

achieved. 

The Elements of Cooperative Learning 

Those are seven of elements in 

cooperative learning below: 

1) Students’ in the group have to assume 

that they are team 

2) Students’ are responsible for everything 

in their group/team 

3) Students’ have to observe that all of the 

members in their group have the same 

purpose 

4) Students’ have to divide the duty/task 

and some responsibility between the 

member of the group 

5) Students’ will get an evaluation or given 

appreciation which going to get for all of 

the groups/team 

6) Students’divided leadership qualities 

and they need skill for learning together 

during the learning process 

7) Students’ are going to ask account for all 

of the materials individually in 

cooperative learning 

Thus, the students should have the 

human spirit in the group, and students must 

have accountability between the member of 

the team. The factor of supporter is 

motivation from the group during the 

learning process, which they have to 

teamwork for finishing the task. 

 

 

B. Understanding of CIRC Method 

Two kinds of language skills must be 

mastered since the existence of the world of 

education, namely students’ skills in writing 

and reading. Learning these two skills would 

be a prerequisite to master any skills. The 

acquisition of reading skills underlying the 

invention of the Cooperative Integrated Reading 

and Composition (CIRC) strategy. CIRC 

strategy development resulting from an 

analysis of the standard teaching problems 

such as reading, writing, language art, and 

revealed something from reality. One of the 

main focuses of CIRC activities is to make 

use of more productive time. Students study 

in cooperative teams coordinated by the 

teaching of the reading group, to meet the 

objectives of the aspects such as reading 

comprehension, vocabulary, and message 

reading in the material being studied 

(Halimah, 2014). 

CIRC is one of the methods that are 

developed from Cooperative Learning. In 

Cooperative Learning, students will sit 

together in a group to master the lesson from 

the teacher. The important thing is students 

help each other to be successful. Cooperative 

learning gives ideas that students have to 

make pleasant cooperation in education and 

responsibility to their friends in one group 

with as good as the result of training 

(Ferguson-patrick & Ferguson-patrick, 

2016). 

Cooperative Integrated Reading and 

Composition (CIRC) is also a School-based 



178 
 

program that targets reading, writing, and 

language arts in grades 2 through 8. The 

principle program elements are direct 

instruction, related activities story, and 

integrated language arts or writing 

instruction. Each student is paired with 

another student and then assigned to a group 

of students at the same or different reading 

levels. This learning team works 

cooperatively on related activities program. 

All activities involve teachers’ presentations, 

team practices, peer pre-assessments, 

additional practices, and also testing. 

Students are encouraged to cooperate and 

help one another because students’ scores on 

individual assessments are summed to form 

team scores (R. E. Slavin, 2015). 

Cooperative, integrated reading, and 

composition (CIRC) strategy is one of the 

learning strategies through cooperation, is 

designed to improve reading, writing, and 

other language skills in the upper grades 

education. CIRC strategy presents a 

structure that increases not only 

opportunities for direct teaching in reading 

and writing but also applying composition 

writing techniques. CIRC strategy is 

developed to support traditionally used 

through the “skill-based reading groups” 

approach. This study conveys to collaborate 

with finding reading achievement ways in 

the descriptive text (Durukan, 2011). 

III. METHOD 

The design of this research was 

conducted in experimental research design. 

The researcher used a quasi-experimental 

model by non-randomized control-group 

pretest and posttest design. Quasi-

experimental is one approach of research 

that uses two groups; those are the 

experimental group and the control group, 

which the experimental group as a class that 

gets the treatment and the control group that 

did not receive the treatment. 

Variable  

Variable is a critical term in research. 

Every research involves variables to be 

measured.  

1. Independent variable: The independent 

variables antecedent to dependent 

variables and are known or are 

hypothesized to influence the 

dependent variable in which is the 

outcome. In experimental studies, the 

treatment is the independent variable, 

and the result is the dependent variable. 

The independent Variable used the 

CIRC method. 

2. Dependent Variable: The dependent 

Variable is students’ reading 

comprehension skills in the descriptive 

text in the first grade of MTs in Tuban. 

The research was conducted in the test 

class consists of 20 students, and the control 

class consists of 20 students. The researcher 

took the students VII A as an experimental 

class and the students' VII B as a control 

class. 



179 
 

IV. RESULT AND DISCUSSION 
A. Description of the Data 

To find out how effective the CIRC 

method on the ability to read critical reading 

skills on descriptive text. The researcher 

used a quasi-experimental research design. 

The result of the data obtained by providing 

tests to the experimental class and control 

class after giving treatment. The subject of 

this study is divided into two categories. 

They are (VII A) as an innovative class and 

(VII B) as a control class in which the 

number of each class consists of 20 students. 

The researcher gave the test as a 

research instrument. The test is given before 

the students are given treatment. Then the 

researcher provides treatment to the 

experimental class using the CIRC method 

and control class using the conventional 

method. And the last the researcher gave a 

post-test to both innovative class and control 

class. 

The description of the pre-test score 

In this part, the researcher presented 

the result of the students’ reading scores in 

the pre-test. The descriptive statistics of the 

pre-test was shown in Table 4.1 below. 

Table 1 The descriptive statistic of pre-test 

score 

 

 N Mea

n 

Std. 

Devia

tion 

Std. 

Err

or 

95% 

Confidence 

Interval for 

Mean 

Min

imu

m 

M

ax

im

u

m 

Lowe

r 

Boun

d 

Up

per 

Bou

nd 

  

Pre-

test 

Expe

rime

nt 

20 
68.0

0 
9.625 

2.15

2 
63.50 

72.5

0 
44 84 

Pre-

test 

Cont

rol 

20 
61.5

0 
9.012 

2.01

5 
57.28 

65.7

2 
44 78 

Tota

l 
40 

64.7

5 
9.774 

1.54

5 
61.62 

67.8

8 
44 84 

         

 

Table 1 showed the students’ score 

before getting the treatment. The minimum 

score of pre-tests in the experiment class was 

44, and the maximum was 84. While the 

minimum score of pre-tests in the control 

class was 44and, the ceiling was 78.  On the 

other side, the mean of each group was 

different. The mean score of the pre-test 

experiment was 68,00, and the mean score of 

pre-test control was 61,50. 

Tabel 2 The Descriptive statistic of post-test 

score 

 N Mea

n 

Std

. 

De

viat

ion 

Std. 

Err

or 

95% 

Confiden

ce 

Interval 

for Mean 

Min

imu

m 

Ma

xim

um 



180 
 

Lo

wer 

Bou

nd 

Up

per 

Bou

nd 

  

Post-

test 

Expe

rime

nt 

20 
85.0

0 

4.0

78 
.912 

83.

09 

86.9

1 
80 92 

Post-

test 

Cont

rol 

20 
75.3

0 

4.0

67 

.90

9 

73.

40 

77.2

0 
68 84 

Total 40 
80.1

5 

6.3

47 

1.00

4 

78.1

2 

82.1

8 
68 92 

 
Table 4.2 showed the students’ scores 

after getting the treatment. The minimum 

score of post-tests in the experiment class 

was 80, and the maximum was 92. While the 

minimum score of post-tests in the control 

class was 68, and the ceiling was 84. On the 

other side, the mean of each group was 

different. The mean score of the post-test 

experiment was 85,00, and the mean score of 

post-test control was 75,30. 

Normality Test 

Table 3 Result normality test of pre-test 

and post-test in experiment class and 

control class 

Tests of Normality 

 
Class Kolmogorov-

Smirnova 

Shapiro-Wilk 

 
Stat

istic 

df Sig. Stat

istic 

df Sig. 

studen

ts' 

readin

g score 

Pre-

test 

Experi

ment 

(CIRC

) 

.200 20 
.03

5 
.899 20 

.04

0 

Post-

test 

Experi

ment 

(CIRC

) 

.219 20 
.01

3 
.865 20 .010 

Pre-

test 

Contro

l 

(Conv

ention

al) 

.108 20 
.20

0* 
.944 20 .291 

Post-

test 

Contro

l 

(Conv

ention

al) 

.218 20 
.01

3 
.930 20 .158 

*. It is a lower bound of real significance. 

a. Lilliefors Significance Correction 

Data normality test using the 

Kolmogorov-Smirnov method. The requirement 

of data is said to be normally distributed if 

significance or value p>0,05. According to the 

result of the data normality test above shows, 

the result pre-test of experiment class 

significance is 0,35. It is shown that data 

normally distributed because significance is 

0,35> 0,05. While the result pre-test of control 

class significance is 0,200, it is shown that 

data normally distributed because 

significance is 0,200 >0,05. Meanwhile, the 



181 
 

result of the data normality test above shows 

that the result post-test of the experiment 

class significance is 0,13. It is confirm that 

data normally distributed because 

significance is 0,13 > 0,05. While result post-

test of control class significance is 0,13. It is 

shown that data normally distributed 

because significance is 0,13> 0,05.  

Thus, it can be concluded that result 

pre-test and post-test in experiment class and 

control class both of them are normally 

distributed. It can be seen from the 

significance of both of them is more than 

0,05. 

1. Homogeneity Test 

A homogeneity test is performed to 

find out whether the data from the two 

groups have the same level of data variance or 

not. The data to be tested for homogeneity is 

the result of the pre-test of the experiment 

class and control class. The decision-making 

criteria are if the significance is more than 

0,05.  

 Table 4 Result homogeneity test of pre-test 

Based on the result of the homogeneity 

pre-test shows that the level of significance is 

0,811.  

Homogeneity test of the post-test. 

Homogeneity tests were also 

performed on post-test data. Post-test data 

result obtained from test scores given to the 

experimental class and control class after 

being treated, namely the cooperative 

learning type CIRC Method for innovative 

class and conventional method for the 

control class. The decision-making criteria 

are if the significance is more than 0,05. This 

analysis uses a statistical computation with 

SPSS 20.0 for Windows program that is One 

Way Anova. 

 Table 5 result homogeneity test of post-

test 

Based on the result of homogeneity 

post-test shows that the level of significance is 

0,586.  

Data Analysis and Research Hypotheses  

Based on the results of the normality 

test above, it is concluded that the data are 

typically distributed. Then the researcher 

uses the parametric analysis in this study 

using the T-test. Hypothesis testing using a 

t-test aims to determine differences in 

average the students’ reading skills.  

Table 6 Result of T-test of independent 

samples test 

Test of Homogeneity of Variances 

 

Levene 

Statistic 

df1 df2 Sig. 

.058 1 38 .811 

Test of Homogeneity of Variances 

Students' Reading Score 

Levene 

Statistic 

df1 df2 Sig. 

.301 1 38 .586 



182 
 

Independent Samples Test 

Result Levene

's Test 

for 

Equali

ty of 

Varian

ces 

t-test for Equality of Means 

F Si

g. 

T df Sig. 

(2-

taile

d) 

Mea

n 

Diff

eren

ce 

Std. 

Err

or 

Diff

eren

ce 

95% 

Confide

nce 

Interval 

of the 

Differe

nce 

Lo

we

r 

U

pp

er 

Equal 

variances 

assumed 

Equal 

variances 

not 

assumed 

.3

01 

.58

6 

7.53

2 
38 .000 

9.70

0 

1.28

8 

7.0

93 

12.

30

7 
  

7.53

2 

38.

00

0 

.000 
9.70

0 

1.28

8 

7.0

93 

12.

30

7 

 

Based on the table above, the 

calculations on the average difference test 

the students’ reading skill between pretest 

and posttest can be seen if the significance or 

sig (2-tailed) >0,05. Then, the Null 

Hypothesis (Ho) was accepted, and the 

Alternative Hypothesis (Ha) was rejected. 

While, if the significance or sig (2-tailed) < 

0,05. Then, the Alternative Hypothesis (Ha) 

was accepted, and the Null Hypothesis (Ho) 

was rejected. It appears that the probability 

value was at significance (2-tailed) was 

0,000. Based on the results of the t-test 

output, obtained a value of sig (2-tailed) was 

0,000 < 0,05. Then, according to the basis of 

the decision- making it can be concluded 

that Ho was rejected, and Ha was accepted; it 

means that there are an effect and difference 

between the average learning outcomes of 

the experimental class and control class. 

Based on the information shows that 

Cooperative Integrated Reading and 

Composition (CIRC) method on the ability 

to read critical reading comprehension skills 

on the descriptive text at MTs Islamiyah 

Kebomlati Plumpang Tuban was an effect 

and also significant differences between 

experimental group and control group. By 

using the Cooperative Integrated Reading 

and Composition (CIRC) strategy in the 

class, the students are more motivated and 

enthusiastic in following the lessons, and the 

students are more interested in reading 

critical reading skills on descriptive text 

compared to using the conventional method. 

It can be concluded that the Cooperative, 

integrated Reading and Composition 

(CIRC) method on students’ critical reading 

comprehension skills at the first grade of 

MTs Islamiyah Kebomlati Plumpang Tuban 

more useful and desirable in the learning 

process.  

V. CONCLUSION 

Based on the result of the study above 

shows that Cooperative Integrated Reading 

and Composition (CIRC) method on the 

ability to read critical reading skill on the 

descriptive text at the first grade of MTs 



183 
 

Islamiyah Kebomlati Plumpang Tuban was 

an effect and also significant differences 

between experimental group and control 

group.  The students are more motivated, 

more interested, and enthusiastic in 

following the lessons by using Cooperative 

Integrated Reading and Composition 

(CIRC) method.  

Thus, the CIRC method is more 

effective than conventional means. This 

show that CIRC method can improve 

students’reading skill in the learning process 

at class and the students of VII grade can be 

better, seen from developments before and 

after being given treatment by using CIRC 

method. 

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