ERIC Number: EJ1100371
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 32
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.
Descriptors: Elementary School Students, Grade 3, Newspapers, Current Events, Reading Comprehension, Classroom Communication, Discussion (Teaching Technique), Group Discussion, Scaffolding (Teaching Technique), Facilitators (Individuals), Discourse Analysis, Affordances, Teacher Role, Learning Activities, Reader Text Relationship
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
Authoring Institution: N/A