Moving out of Silence: Helping Struggling Readers Find Their Voices in Text-Based Discussions

Autor/in	Hall, Leigh A.
Titel	Moving out of Silence: Helping Struggling Readers Find Their Voices in Text-Based Discussions
Quelle	In: Reading & Writing Quarterly, 28 (2012) 4, S.307-332 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2012.702037
Schlagwörter	Reading Comprehension; Reading Strategies; Reading Instruction; Student Leadership; Grade 6; Reading Difficulties; Social Studies; Student Participation; Discussion (Teaching Technique); Small Group Instruction; Reading Skills; Peer Influence; Verbal Communication; Interviews; Interaction; Middle School Students; Self Efficacy; Group Discussion; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Studentenwerk; School year 06; 6. Schuljahr; Schuljahr 06; Reading difficulty; Leseschwierigkeit; Gemeinschaftskunde; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Reading skill; Lesefertigkeit; Interviewing; Interviewtechnik; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Gruppendiskussion
Abstract	This article examines how 3 sixth-grade social studies teachers increased struggling readers' participation in text-based discussions and changed how they applied reading comprehension strategies. Students worked in small groups with peers who read above, on, or below grade level but shared similar beliefs about themselves as readers. Discussion transcripts showed that students who read below grade level began the study in relative silence compared to their peers who were reading on or above grade level. However, over time, struggling readers increased their verbal participation in small-group discussions and took on leadership roles. Interviews and discussions suggested that struggling readers changed their interactions after witnessing their peers struggling with texts and using comprehension strategies. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10