Pulles2021

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Pulles2021
BibType ARTICLE
Key Pulles2021
Author(s) Maaike Pulles, Jan Berenst, Tom Koole, Kees de Glopper
Title How primary school children address reading problems in dialogic reading
Editor(s)
Tag(s) EMCA, Dialogic reading, Peer Interaction, Reading problems, shared problem solving, Classroom Interaction
Publisher
Year 2021
Language English
City
Month
Journal Research on Children and Social Interaction
Volume 4
Number 2
Pages 217-242
URL Link
DOI https://doi.org/10.1558/rcsi.12411
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

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