Literaturnachweis - Detailanzeige
| Autor/inn/en | Murphy, P. Karen; Greene, Jeffrey A.; Firetto, Carla M.; Hendrick, Brendan D.; Li, Mengyi; Montalbano, Cristin; Wei, Liwei |
|---|---|
| Titel | Quality Talk: Developing Students' Discourse to Promote High-Level Comprehension |
| Quelle | (2018), (78 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Reading Comprehension; Small Group Instruction; Group Discussion; Elementary School Students; Grade 4; Reading Instruction; Persuasive Discourse; Language Arts; Critical Thinking; Discourse Analysis; Predictor Variables |
| Abstract | Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two 4th-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements indicating a release of responsibility to students, whereas students' discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students' basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes. [This paper was published in "American Educational Research Journal" v55 n5 p1113-1160 Oct 2018 (EJ1191768).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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