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

Abstract

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.