Emergent Readers’ Social Interaction Styles and Their Comprehension Processes During Buddy Reading

Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

doi:10.1080/19388071.2014.968301

Cited by 10 publications

(7 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Second, we code children’s use of features and monitoring during buddy reading but not the kinds of dialogic talk or comprehension talk in which children engage. Given the benefits of dialogic talk (Mercer & Howe, 2012), future research might explore whether or how buddy reading behaviors, such as text-based, extra-textual, and higher order talk that have been identified in previous qualitative research (Brown, 2016; Christ, Wang, & Chiu, 2015), may be related to subsequent individual reading behaviors and outcomes. Unfortunately, doing this kind of analysis justice is not possible, in addition to our main research focus, given the space limitations of this article.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Wang

Christ

Chiu³

et al. 2019

AERA Open

Self Cite

View full text Add to dashboard Cite

Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Wang

Christ

Chiu³

et al. 2019

AERA Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…This explanation is supported by Pan and Wu's (2013) assertion that learning EFL reading requires more interaction. It is also supported by a number of studies that found that instruction that incorporates social interaction about text increases students' reading comprehension (e. g., Christ, Wang, & Chiu, 2015;Gambrell, Hughes, Calvert, Malloy, & Igo, 2011).…”

Section: Discussionmentioning

confidence: 82%

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Ahmad¹

2019

JEL

View full text Add to dashboard Cite

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

show abstract

“…Partner reading may support meaning making so well because when students share their thoughts out loud, they become an external object that both readers can discuss and reflect upon. This, in turn, may serve to provide access to alternative understandings and opportunities to engage in comprehension processes and think critically about text (e.g., “buddy reading,” Christ & Wang, 2012; Christ et al, 2015; Flint, 2010), including texts that are challenging (Topping, 2014). During partner reading, students typically focus on learning from texts and co‐constructing knowledge, which can lead to positive academic growth (e.g., Flint, 2010).…”

Section: Partner Readingmentioning

confidence: 99%

Partnering for Success: Text and Peer Engagement During Paired Reading

Roberts,

Arya,

Plond

2023

The Reading Teacher

View full text Add to dashboard Cite

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.

show abstract

Emergent Readers’ Social Interaction Styles and Their Comprehension Processes During Buddy Reading

Cited by 10 publications

References 36 publications

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Partnering for Success: Text and Peer Engagement During Paired Reading

Contact Info

Product

Resources

About