Why Don’t They “Just Speak?” Attempting Literature Discussion with More and Less Able Readers
Abstract
This study analyzes two literature discussion groups in a sixth-grade classroom. The analyses investigate the purpose for discussion as constructed by the members of each group and the kind of discussions that took place. The students were placed in these groups on the basis of reading ability. Collected over the course of a school year, data include audiotapes and transcripts of group meetings, field notes describing observations of meetings and other classroom interactions, and interviews with students and the teacher. Although the teacher wanted both groups to engage in informal discussion, only the group composed of more able readers constructed a conversation in which students participated eagerly and valued each others’ contributions. In contrast, the group composed of less able readers constructed a more teacher-dominated activity in which students seemed reluctant to participate voluntarily, display their knowledge, or construct meaning collaboratively. This study suggests several possible reasons why the less able readers did not respond to the teacher’s invitation to participate in informal discussions of literature
- Journal
- Research in the Teaching of English
- Published
- 1994-10-01
- DOI
- 10.58680/rte199415375
- CompPile
- Open Access
- Closed
- Topics
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Citation context
Cited by in this index (1)
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HAYES et al. (1999)Written Communication
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