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ERIC Number: EJ1030086
Record Type: Journal
Publication Date: 2013-Nov
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1741-4350
How Children Talk Together to Make Meaning from Texts: A Dialogic Perspective on Reading Comprehension Strategies
Maine, Fiona
Literacy, v47 n3 p150-156 Nov 2013
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter-mental and intra-mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A