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ERIC Number: EJ1054385
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
Comparing the Quality of Third, Fourth, and Fifth Graders' Social Interactions and Cognitive Strategy Use during Structured Online Inquiry
Coiro, Julie; Sekeres, Diane Carver; Castek, Jill; Guzniczak, Lizabeth
Journal of Education, v194 n2 p1-15 2014
This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of cognitive strategy use and mutually collaborative social interactions were better able to accomplish the inquiry task. Pairs who read with little or no meaningful discussion were less successful. These contrasting cases show the range of interaction patterns that may occur during co-constructive inquiry-based online reading. Findings inform the design of instructional scaffolds to foster productive dialogue and strategic reading in online spaces.
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A