Literaturnachweis - Detailanzeige
| Autor/inn/en | Dugan, JoAnn; Bean, Rita M. |
|---|---|
| Titel | Can I Say What I Think? A Case Study of At-Risk Readers Making Meaning during Transactional Literature Discussions. |
| Quelle | (1996), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cooperative Learning; Discussion (Teaching Technique); Grade 5; Group Discussion; High Risk Students; Intermediate Grades; Reader Response; Reading Comprehension; Reading Difficulties; Reading Research; Reading Strategies; Scaffolding (Teaching Technique); Student Reaction; Teacher Participation |
| Abstract | A study examined how at-risk readers constructed meaning while reading, writing about, and discussing a full-length novel during Transactional Literature Discussions (TLD). Subjects were six fifth-grade students, four males and two females. Students chose the novel and participated in 15 group sessions of 45 minutes over 8 weeks. Scaffolded instruction was used to encourage student response and joint construction of meaning through discussion. Data consisted of audio and video tapes of the sessions; written responses to the story; and pre- and post-think alouds, writing samples, and informal reading inventories. Results by discourse analysis indicated that the interaction and dialogue about the story was collaborative, reflected a sense of inquiry, showed that students assumed responsibility for their reading and writing, used meaning-making strategies, and, further that the teacher used modeling, instructing, questioning, feeding back, and contingency managing to assist student performance. Findings revealed that individual student responses varied widely in quality and frequency. Envisioning possibilities and understanding characters were predominant responses. The quality of the talk sessions was more sophisticated when the teacher participated with the students. Student performance improved on post-think alouds; four students made gains of one or more grade levels in comprehension on post-performance reading inventories. Students successfully used wondering on paper to record their immediate responses, but struggled with extended journal writing. Future research should explore the use of scaffolded instruction to help at-risk readers expand their initial responses through writing. (Contains 3 figures and 29 references.) (Author/CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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