ERIC Number: ED214119
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Peers' Requests and Responses in Third-Grade Reading Groups.
Wilkinson, Louise Cherry; Spinelli, Francesca
A study investigated 35 third grade students' requests and responses in their reading groups to determine (1) whether peer instructional groups designed to differ according to reading ability do, in fact, differ on measures of reading achievement; (2) how the processes of interaction, particularly requests and responses, differ in these groups; (3) whether individual differences exist in both reading achievement and the use of requests and responses, and whether they remain stable over a school year; and (4) whether certain aspects of requests predict if appropriate responses will be obtained. The subjects were administered standardized reading achievement tests and tests of language knowledge. Six samples of peer interaction were videotaped in seven homogeneous reading groups in the fall and spring of one school year. The results showed that the ability groups differed in reading achievement, and that these differences remained stable throughout the year. In addition, the groups were found to differ in their requests and responses, and these differences also remained stable over the year. Finally, certain aspects of requests did predict obtaining appropriate responses. It was concluded that the quality of interaction in peer-directed reading groups of different ability levels varies through the children's use of language. (FL)
Descriptors: Academic Aptitude, Comparative Analysis, Grade 3, Grouping (Instructional Purposes), Individual Differences, Interaction, Language Usage, Peer Groups, Predictor Variables, Primary Education, Questioning Techniques, Reading Ability, Reading Achievement, Reading Instruction, Reading Research, Student Reaction
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Note: Report from the Program on Student Diversity and Classroom Processes: Interaction and Organization. Portions may not reproduce clearly.