Facilitating peer discourse to support third graders' comprehension of the news

Michelle Jordan, Michael Massad

Research output: Contribution to journalArticle

3 Scopus citations

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 languageEnglish (US)
Pages (from-to)11-21
Number of pages11
JournalJournal of Classroom Interaction
Volume49
Issue number2
StatePublished - 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

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