NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED406655
Record Type: RIE
Publication Date: 1997-Mar-27
Pages: 49
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Side-by-Side Reading: Scaffolding Meaning-Making through Literature Discussions.
Dugan, JoAnn Rubino; Bean, Rita M.
A qualitative study examined the meaning-making processes involved as six struggling readers and a teacher interacted to make sense of a story during small group literature discussions. Students were low-achieving fifth graders. Instruction consisted of partner reading, written response followed by discussion and extended free journal writing. Three discussions were audiotaped and analyzed for changes in student engagement over time. Results indicated that the teacher demonstrated and explained a variety of ways to make sense of the story in response to students' need for support and encouraged them to practice and eventually control the discussions themselves. Students initially expressed reluctance to elaborate and justify their responses and focused on remembering and summarizing the story. However, during the middle discussion, they became initiators and expressed a desire to make decisions about their reading. During the last session, students facilitated the discussion themselves by responding to one another, and were concerned with expressing and justifying their interpretations rather than remembering or summarizing events. The frequency of sociocognitive conflicts, dialogue in which students disagreed or questioned the text and each other, and the number of student-initiated episodes increased dramatically across the three discussions, indicating a shift of responsibility to meaning-making from teacher to students and higher levels of student engagement in the meaning-making process. (Contains 42 references, and 1 figure and 2 tables of data.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).