Abstract
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, adoptively 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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 11-21 |
| Number of pages | 11 |
| Journal | Journal of Classroom Interaction |
| Volume | 49 |
| Issue number | 2 |
| State | Published - Jan 1 2014 |
Keywords
- Classroom Practice
- Classroom interaction
- Discourse analysis
- Discussion
- Early literacy instruction
- Informational texts
- Literacy instruction
- Pedagogic discourse
- Peer collaboration
- Teaching
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology