Pulles2021
| 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 |
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| Tag(s) | EMCA, Dialogic reading, Peer Interaction, Reading problems, shared problem solving, Classroom Interaction |
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| Year | 2021 |
| Language | English |
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| Journal | Research on Children and Social Interaction |
| Volume | 4 |
| Number | 2 |
| Pages | 217-242 |
| URL | Link |
| DOI | https://doi.org/10.1558/rcsi.12411 |
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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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