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ERIC Number: EJ1100371
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0749-4025
Facilitating Peer Discourse to Support Third Graders' Comprehension of the News
Jordan, Michelle; Massad, Michael, Sr.
Journal of Classroom Interaction, v49 n2 p11-21 2014
This study explored how one third-grade teacher facilitated daily peer-led discussions around articles from a local newspaper. Two students were assigned to select and summarize an article, then lead a whole-class discussion with the teacher's help. The teacher differentially scaffolded engagement with newspaper articles, adaptively responding to different pairs of student-reporters as he corrected comprehension failures and guided summarization attempts. The teacher played two main roles during the whole-class discussions: facilitating construction of meaning by acting as an intermediary between students and the complex texts, and supporting students' self-management of conversation by acting as a discussion moderator. Illustrative examples are provided and implications for practice are discussed.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A