The Social Side of Engaged Reading for Young Adolescents

Abstract

This article highlights, though examples from research, the social dimensions of reading for young adolescents in classroom communities that are centrally focused on engagement. Included are the positive social consequences of engagement and suggestions for teachers interested in arranging for productive social activity inside of texts and outside with peers and others.

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“…The Cohen's d of 0.47 indicates roughly two-thirds of the fourth graders discussing what they are reading with peers once or twice a week will have earned higher reading scores than those claiming to discuss reading with friends almost every day. In one sense, these muddled results are consistent with findings from Ivey (2014) wherein peer conversation about reading tended to elevate the purpose of the reading and even positively impact peer-relationships; other impacts were lacking. Perhaps then the greatest value found in fourth graders talking with peers about what they are reading is in establishing positive peer influence and through that emerges the recognition of reading's value.…”

“…Therefore, it is not unimaginable to consider the way "that the talk itself [about reading] changes [students'] relationships with each other" (p. 168) could just as easily have been written of fourth-graders. This process of interacting with peers about what one is reading extends the student's own thinking and carries the purpose beyond reading simply as a way to later answer questions or show understanding (Ivey, 2014). Though dialoguing about reading with peers is included here, as an element of non-school impacts, the compelling role of conversation itself can also be found in the research literature as a singular influence for consideration.…”

“…Moreover, conversation can serve to address numerous barriers to reading comprehension as well, including aiding students who "may lack a foundation in decoding and/or have impaired reading fluency, [have an] inability to read with sufficient accuracy, rate, and/or prosody" (Feiker Hollenbeck, 2013, p. 113). The teacher's role, especially in the in-class environment, is significant as they must first present reasons which motivate students to read and options which interest them in reading, to evolve reading into a habit and create discussion around it (Ivey, 2014). A related strategy, the think aloud "is a method widely used for instruction characterized by the teacher modeling the thinking process by verbalizing thoughts while reading aloud for students" (Dunston & Headley, 2002 as cited in Jackson, 2016, p. 2).…”

“…As the majority of an American elementary school student's time is invested away from school, and nearly one in five students is low performers in reading, it is reasonable to explore actions outside of school which may improve student performance in reading (OECD, 2016). Moreover, significant research exists which indicates the value of parental involvement in student learning, as well as the positive impact of a student's own interaction with peers, can also have on their learning (Ivey, 2014;Feiker Hollenbeck, 2013;Reglin, Cameron, & Losike-Sedimo, 2012). Given the conclusion of these researchers and others, a positive relationship should exist between beyond school factors and student reading test scores.…”

Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds

“…Literacy engagement from such a dynamic perspective is evolving, relational, dialogical and situated. Smagorinsky (), Gutiérrez () and Ivey (), among others, have examined literacy learning and engagement using this dynamic perspective focusing variously on interactive and contextual processes during collaboration, scaffolding and critical reflection. For example, Ivey () described students' dialogical engagement in reading either through relating to the character or talking about what they have read with peers.…”