NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830047
Record Type: Journal
Publication Date: 2009-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1938-8071
The Nature and Influence of Comprehension Strategy Use during Peer-Led Literature Discussions: An Analysis of Intermediate Grade Students' Practice
Clark, Kathleen F.
Literacy Research and Instruction, v48 n2 p95-119 Apr 2009
This article reports an analysis of fifth-graders' comprehension strategy use, as it occurred within peer-led literature discussion groups, and the influence of such strategy use on students' post-discussion gains in story comprehension. Data collection occurred across nine weeks. Data sources included transcripts of discussions, transcripts of pre- and post-discussion retellings of stories, and field notes. The analysis revealed (a) the most commonly employed strategies during discussions were questioning, evaluating, and interpreting; (b) there were no differences in the general patterns of strategy employment during discussions among students with different reading abilities; (c) the quality of students' strategic employment varied; and (d) the specific content of better reading students' strategic contributions during discussions influenced group members' post-discussion comprehension more than those of less able readers. (Contains 2 figures and 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A