How primary school children address reading problems in dialogic reading

Authors

  • Maaike Pulles NHL Stenden University of Applied Sciences, The Netherlands
  • Jan Berenst NHL Stenden University of Applied Sciences, The Netherlands
  • Tom Koole University of Groningen, The Netherlands
  • Kees de Glopper University of Groningen, The Netherlands

DOI:

https://doi.org/10.1558/rcsi.12411

Keywords:

dialogic reading, peer interaction, reading problems, shared problem solving, classroom interaction

Abstract

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

Author Biographies

Maaike Pulles, NHL Stenden University of Applied Sciences, The Netherlands

Maaike Pulles is researcher at the NHL Stenden University of Applied Sciences in Leeuwarden and the University of Groningen. Her PhD research is concerned with dialogic reading and knowledge building in inquiry learning settings in primary education. Before she has been working at the University of Groningen as researcher and advisor on language education.

Jan Berenst, NHL Stenden University of Applied Sciences, The Netherlands

Jan Berenst is retired professor Discourse & Learning at the NHL Stenden University of Applied Sciences in Leeuwarden, the Netherlands. Previously, he worked as a senior lecturer and researcher at the Center for Language and Cognition of the University of Groningen, the Netherlands. He published on intercultural communication, medical interaction, teacher meetings, classroom interaction, children’s conversations, literacy development and language pedagogy.

Tom Koole, University of Groningen, The Netherlands

Tom Koole is professor of language and social interaction at the University of Groningen. He has used conversation analysis to investigate classroom interaction, emergency calls and health communication. He is also a visiting professor in the Health Communication Research Unit of the University of the Witwatersrand, Johannesburg. His present research is concerned with the use in interaction of linguistic and embodied tokens of understanding.

Kees de Glopper, University of Groningen, The Netherlands

Kees de Glopper is professor of Speech Communication and Discourse Analysis at the University of Groningen, where he teaches courses in literacy, language education and research methodology. His research interests include literacy, interaction and learning, reading and writing education, vocabulary learning and educational technology.

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Published

2021-02-16

How to Cite

Pulles, M. ., Berenst, J., Koole, T., & de Glopper, K. (2021). How primary school children address reading problems in dialogic reading. Research on Children and Social Interaction, 4(2), 217–242. https://doi.org/10.1558/rcsi.12411

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