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ERIC Number: EJ1152660
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2470-6353
EISSN: N/A
How Does Talk around Reading Influence Comprehension in Third Grade?
Tomczak, Karen Gruhn
Networks: An Online Journal for Teacher Research, v16 n2 Article 2 Fall 2014
This study attempts to document the efficacy of peer-support and self-monitoring during partnered reading by third grade students as evidenced by their discourse. Pairs of third grade students engaged in partnered reading in a general education third grade classroom. Their oral reading, coaching and conversations were recorded using i-Pod2s over the course of twenty days. The digital audio recordings were then analyzed to determine if the students employed reading strategies, what types of reading strategies they used, and how other discourse between the students influenced reading behaviors.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A