NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046732
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0034-0561
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
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