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ERIC Number: EJ860209
Record Type: Journal
Publication Date: 2009-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1741-4350
Reading Lessons: Teacher-Pupil Interactions with Text during Three KS1 Shared Reading Sessions
John, Claire
Literacy, v43 n3 p123-133 Nov 2009
Changes in the teaching of reading during the past decade include a shift away from a previous emphasis on "one-to-one" learning experiences to a focus upon more communal forms of learning which place the teacher center stage. With the teacher's role thus highlighted, teacher-pupil interaction in practice has come under the spotlight, with a number of studies raising concerns about the quality of teaching taking place and suggesting this is featuring more traditional patterns of "IRF" exchanges between teachers and pupils, which are limiting to children's learning. This article reports on a small-scale study into teacher-pupil interaction styles during three Key Stage 1 "shared reading" sessions--an activity in which teacher and children work together on an enlarged, illustrated text, with the teacher explicitly modeling components of the reading process to children. The article considers the more tacit modelling taking place during these sessions and how particular linguistic patterning used by teachers frames reading as an educational and cultural activity in ways that position children differentially in relation to it. In particular, it considers how variation in the use of the IRF exchange can mediate different cultural meanings about what it is to engage with text as a reader.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A