TITLE

Facilitating Peer Discourse to Support Third Graders' Comprehension of the News

AUTHOR(S)
Jordan, Michelle; Massad, Michael
PUB. DATE
July 2014
SOURCE
Journal of Classroom Interaction;2014, Vol. 49 Issue 2, p11
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
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 wholeclass 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.
ACCESSION #
98776335

 

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