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Argumentative peer discussions following individual reading increase comprehension

Argumentative peer discussions following individual reading increase comprehension

 Rydland, Veslem⊘y
 2019
 p. 379-394 English
Learning methodElementary educationReading comprehensionVocabularyMultilinguistic classroomsPeer discussion
Tác giả CN Rydland, Veslem⊘y
Nhan đề Argumentative peer discussions following individual reading increase comprehension / Veslem⊘y Rydland, Vibeke Gr⊘ver
Thông tin xuất bản 2019
Mô tả vật lý p. 379-394
Tóm tắt Although recent research has documented that classroom discussions may enhance students’ reading comprehension, limited knowledge exists regarding the ‘working ingredients’ that extend students’ comprehension of texts through peer discussion. This observational study examines the pre- and post-discussion comprehension of fifth graders, investigating whether particular features of peer discussions immediately following individual reading can support comprehension outcomes. The sample consisted of 102 fifth graders (many of whom were second-language learners) in 21 different multilinguistic classrooms in Norway. Altogether, 25 peer discussions were videotaped, transcribed, and coded according to eight categories of talk moves. The findings showed that the number of talk moves offering relevant arguments and counterarguments predicted significant variance in the students’ post-discussion comprehension scores (controlling for pre-discussion comprehension, prior topic knowledge, vocabulary, and word-decoding skills). These findings suggest that the argumentative qualities of the peer discussions were linked to improvements in the students’ comprehension outcomes.
Thuật ngữ chủ đề Learning method-Reading comprehension
Từ khóa tự do Elementary education
Từ khóa tự do Reading comprehension
Từ khóa tự do Vocabulary
Từ khóa tự do Multilinguistic classrooms
Từ khóa tự do Peer discussion
Tác giả(bs) CN Gr⊘ver, Vibeke
Nguồn trích Language and education- Vol. 33-No 4/2019
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Argumentative peer discussions following individual reading increase comprehension / |c Veslem⊘y Rydland, Vibeke Gr⊘ver
260[ ] |c 2019
300[ ] |a p. 379-394
520[ ] |a Although recent research has documented that classroom discussions may enhance students’ reading comprehension, limited knowledge exists regarding the ‘working ingredients’ that extend students’ comprehension of texts through peer discussion. This observational study examines the pre- and post-discussion comprehension of fifth graders, investigating whether particular features of peer discussions immediately following individual reading can support comprehension outcomes. The sample consisted of 102 fifth graders (many of whom were second-language learners) in 21 different multilinguistic classrooms in Norway. Altogether, 25 peer discussions were videotaped, transcribed, and coded according to eight categories of talk moves. The findings showed that the number of talk moves offering relevant arguments and counterarguments predicted significant variance in the students’ post-discussion comprehension scores (controlling for pre-discussion comprehension, prior topic knowledge, vocabulary, and word-decoding skills). These findings suggest that the argumentative qualities of the peer discussions were linked to improvements in the students’ comprehension outcomes.
650[1 4] |a Learning method |x Reading comprehension
653[0 ] |a Elementary education
653[0 ] |a Reading comprehension
653[0 ] |a Vocabulary
653[0 ] |a Multilinguistic classrooms
653[0 ] |a Peer discussion
700[1 ] |a Gr⊘ver, Vibeke
773[0 ] |t Language and education |g Vol. 33-No 4/2019
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