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Talking for meaning: The dialogic engagement of teachers and children in a small group reading context
ARTICLE

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International Journal of Educational Research Volume 75, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This paper reports a UK study which investigated the instruction of comprehension strategies for elementary children in small group discussions about short animated films. The qualitative analysis of three lessons is reported to illustrate the differing approaches taken by the teachers, showing how they initiate discussions and follow up responses from the children. We examine how children’s ideas are elicited, selected for further discussion, developed and evaluated by the teachers. Findings highlight operating principles for how teachers conceptualise and realise reading comprehension instruction and how these relate to the use of key language, focusing on whether this produces a ‘performance’ of dialogue or genuine dialogic engagement.

Citation

Maine, F. & Hofmann, R. (2016). Talking for meaning: The dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research, 75(1), 45-56. Elsevier Ltd. Retrieved January 28, 2023 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2015.10.007

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