An exploration of literature discussions conducted by two teachers moving toward literature‐based reading instruction

Abstract

The purpose of this study was to explore questions related to book discussions conducted by teachers as they increased the use of literature in their classrooms. Three research questions guided data collection and analysis:(1) How do teachers describe the value of book discussions in their classrooms and their participation with students as they talk about literature?, (2) What patterns of discourse occur as teachers and students talk about books?, and (3) What is the relationship between teachers' perceptions of book discussions and the ways students and teachers talk about books? Although limited to two teachers using a variety of books across two different classes of students, this study provides insights into important issues surrounding the use of literature in elementary classrooms.

Transactional literature circles and the reading comprehension of English learners in the mainstream classroom

“…Instead, they support approaches which promote an interactive or experiential model (Au & Raphael, 2000;Carrasquillo et al, 2004;Carrasquillo & Rodriquez, 2002;Cummins, 2002;Freeman & Freeman, 2003;Linan-Thompson, Vaughn, Hickman-Davis & Kouzekanani, 2003;Peregoy & Boyle, 2000;Watts-Traffe & Truscott, 2000). They advocate instruction that consists of genuine dialogue between the student and teacher, as well as student-tostudent collaborative talk (Anderson & Roit, 1998;Raphael, 2000;Raphael & Brock, 1997;Scharer & Peters, 1996). The teacher's role is to meet the L2 learners' literacy and language learning needs through conversations that develop higher-level comprehension, rather than literal recall.…”

An Analysis of the Responses of 5'Year' Old Children in the Process of Reading Picturebooks on Sexual Abuse

“…유아들이 살아가 는 세계의 복합적인 가능성에 관한 통찰을 제공 하는 것이 위험하고 잘못되었다고만 믿어서는 안 되기 때문이다 (Nodelman, 1988) (Yim & Kim, 2011). 그러나 교 실에서 교사와 함께 이루어지는 문학에 대한 많 은 토론은 교사가 유아의 이해도를 알아보기 위 해 정보추출적 방식으로 질문하는 '부드러운 조 사' 위주로 (Eeds & Wells, 1989), 이를 유아 중심 적이고 개인적 반응에 초점을 맞춘 '훌륭한 대 화'의 형식으로 바꾸기가 쉽지 않은 것이 사실 이다 (Scharer, 1992)…”

Improving The Reading Attitudes Of College Students: Using Literature Circles To Learn About Content Reading

“…In an era of diverse classroom settings and standardsbased instruction in the U.S., instructors at all levels are searching for strategies that will encourage students to engage with text, develop deeper levels of text comprehension, and stimulate discussion among classmates. Literature circles and other versions of book clubs have been found to increase student enjoyment of and engagement in reading (Fox and Wilkinson, 1997); to expand children's discourse opportunities (Scharer & Peters, 1996); to increase multicultural awareness (Samway & Wang, 1996); to promote other perspectives on social issues (Noll, 1994); to provide social outlets for students (Alvermann, 1996); and to promote gender equity (Evans, Alverman, and Anders, 1998). Additionally, Farris…”