ERIC Number: EJ1046732
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
In the Age of Analytic Reading: Understanding Readers' Engagement with Text
Pennell, Colleen
Reading Teacher, v68 n4 p251-260 Dec 2014-Jan 2015
Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that guided reading development are closely examined: dialogic discourse, the fluidity of the text, and reader's experiential knowledge. In the age of the CCSS, considerations for transactional reading theory and dialogic teaching are discussed.
Descriptors: Reader Text Relationship, Reading, Reading Skills, Reading Strategies, Reading Instruction, State Standards, Program Descriptions, Grade 3, Males, Reading Difficulties, Discussion Groups, Discussion (Teaching Technique), Intervention, Discourse Analysis, Readability, Experiential Learning
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A