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ERIC Number: ED493848
Record Type: Non-Journal
Publication Date: 2006-Oct-26
Pages: 14
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: N/A
Instructional Conversations and Literature Logs. What Works Clearinghouse Intervention Report
What Works Clearinghouse
This What Works Clearinghouse (WWC) report examines the effect of "Instructional Conversations and Literature Logs" used in combination. The goal of "Instructional Conversations" is to help English language learners develop reading comprehension ability along with English language proficiency. "Instructional Conversations" are small-group discussions. Acting as facilitators, teachers engage English language learners in discussions about stories, key concepts, and related personal experiences, which allow them to appreciate and build on each others' experiences, knowledge, and understanding. "Literature Logs" require English language learners to write in a log in response to writing prompts or questions related to sections of stories. These responses are then shared in small groups or with a partner. Two studies of "Instructional Conversations and Literature Logs" met the WWC evidence standards with reservations. The two studies included over 200 Hispanic English language learners from grades 2-5. The two studies reviewed for this report assess program impacts in two different contexts; one focuses on the short-term (use of the intervention over a few days) and the other focuses on the long-term (use of the intervention over a few years) with the intervention delivered as key components in a broader language arts program. "Instructional Conversations and Literature Logs" was found to have potentially positive effects on reading achievement and English language development. (Contains 8 footnotes.) [This publication was produced by the What Works Clearinghouse. The following two studies are reviewed in this intervention report: (1) Saunders, W. M., & Goldenberg, C. (1999). Effects of instructional conversations and literature logs on limited- and fluent-English-proficient students' story comprehension and thematic understanding. "Elementary School Journal," 99 (4), 279-301; and (2) Saunders, W. M. (1999). Improving literacy achievement for English learners in transitional bilingual programs. "Educational Research and Evaluation," 5 (4), 345-381.]
What Works Clearinghouse. 2277 Research Boulevard, MS 6M, Rockville, MD 20850. Web site: http://www.whatworks.ed.gov/
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
IES Funded: Yes