Partnering for Success: Text and Peer Engagement During Paired Reading.
In this article we report the results and classroom implications of a qualitative study that explored third‐grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All st...
| Publicado en: | Reading Teacher Vol. 77; no. 4; pp. 453 - 462 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan/Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=175009504&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 175009504 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jan/Feb2024 vid: 77 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 175009504 10.1002/trtr.2256 ppf: 453 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 534KB tig: atl: Partnering for Success: Text and Peer Engagement During Paired Reading. aug: au: Roberts, Kathryn L. Arya, Poonam Plond, Kathleen K. su: Paired reading Third grade (Education) Teaching aids Reading strategies Social interaction in children Teacher-student communication Reading comprehension Observation (Educational method) sug: subj: Paired reading Third grade (Education) Teaching aids Reading strategies Social interaction in children Teacher-student communication Reading comprehension Observation (Educational method) keyword: Strategies, methods, and materials ab: In this article we report the results and classroom implications of a qualitative study that explored third‐grade students' interactions with each other as they partner read. Participants included 10 students, each of whom engaged in three readings with a partner during recorded observations. All students had been taught structures for partner reading and numerous reading strategies by their classroom teacher. The transcripts of the readings were parsed, annotated with observational notes, and coded using descriptive phrases. Students' interactions with each other during the readings revealed that they are capable of productively using their time to support learning during partner reading and spend relatively little time off task and that their use of strategies varies with context (text interest, text difficulty, turn‐taking patterns). Classroom implications for these findings are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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