How primary school children address reading problems in dialogic reading
Keywords:dialogic reading, peer interaction, reading problems, shared problem solving, classroom interaction
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.
Bakhtin, M. M. (1981). Discourse in the novel. In M. Holquist (ed.), The Dialogic Imagination (trans. C. Emerson). Austin, TX: University of Texas Press.
Berenst, J. (2011). Samenwerken en taalvaardigheid: samenwerkend leren als werkvorm voor de stimulering van de mondelinge en schriftelijke taalvaardigheid van basisschoolkinderen. Raak-PRO projectvoorstel [Cooperation and Language Proficiency: Collaborative Learning as a Practice for Promoting Children’s Oral and Written Language Proficiency in Primary School]. Leeuwarden: NHL University of Applied Sciences.
Couper-Kuhlen, E. (2014). What does grammar tell us about action? Pragmatics, 24(3), 623–647. https://doi.org/10.1075/prag.24.3.08cou
Curl, T. S. & Drew, P. (2008). Contingency and action: A comparison of two forms of requesting. Research on Language & Social Interaction, 41(2), 129–153. https://doi.org/10.1080/08351810802028613
Drew, P. & Couper-Kuhlen, E. (2014). Requesting in Social Interaction. Amsterdam: John Benjamins Publishing Company.
Elbers, E. & de Haan, M. (2005). The construction of word meaning in a multicultural classroom. Mediational tools in peer collaboration during mathematics lessons. European Journal of Psychology of Education, 20(1), 45–59. https://doi.org/10.1007/bf03173210
Enfield, N. J. (2011). Sources of asymmetry in human interaction: Enchrony, status, knowledge and agency. In T. Stivers, L. Mondada & J. Steensig (eds), The Morality of Knowledge in Conversation (pp. 285–312). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511921674.013
Goffman, E. (1981). Footing. In E. Goffman (ed.), Forms of Talk (pp. 124–159). Philadelphia, PA: University of Pennsylvania Press.
Gosen, M., Berenst, J. & de Glopper, C. (2015a). Shared reading at kindergarten: Understanding book content through participation. Pragmatics and Society, 6(3), 367–397. https://doi.org/10.1075/ps.6.3.03gos
Gosen, M., Berenst, J. & de Glopper, K. (2015b). Problem-solving during shared reading at kindergarten. Classroom Discourse, 6(3), 175–197. https://doi.org/10.1080/19463014.2014.991339
Jakonen, T. (2015). Handling knowledge: Using classroom materials to construct and interpret information requests. Journal of Pragmatics, 89, 100–112. https://doi.org/10.1016/j.pragma.2015.10.001
Jakonen, T. & Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36(1), 73–94. https://doi.org/10.1093/applin/amt031
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (ed.), Conversation Analysis: Studies from the First Generation. (pp. 13–31). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.125.02jef
Johnson, S. J. (2017). Multimodality and footing in peer correction in reading picture books. Linguistics and Education, 41, 20–34. https://doi.org/10.1016/j.linged.2017.07.004
Kääntä, L. (2017). In search of proper pronunciation: Students’ practicing of soliciting help during read-aloud. AFinLA-e, 10, 61–81. https://doi.org/10.30660/afinla.73125
Kendrick, K. H. & Drew, P. (2016). Recruitment: Offers, requests, and the organization of assistance in interaction. Research on Language and Social Interaction, 49(1), 1–19. https://doi.org/10.1080/08351813.2016.1126436
Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations. Research on Language & Social Interaction, 43(2), 183–209. https://doi.org/10.1080/08351811003737846
Littleton, K. & Kerawalla, L. (2012). Trajectories of inquiry learning. In K. Littleton, E. Scanlon & M. Sharples (eds), Orchestrating Inquiry Learning (pp. 31–47). New York: Routledge. https://doi.org/10.4324/9780203136195-8
Maine, F. (2015). Dialogic Readers: Children Talking and Thinking Together about Visual Texts. New York: Routledge. https://doi.org/10.4324/9781315718217
Maybin, J. (2013). What counts as reading? PIRLS, EastEnders and the man on the flying trapeze. Literacy, 47(2), 59–66. https://doi.org/10.1111/lit.12005
Maybin, J. & Moss, G. (1993). Talk about texts: Reading as a social event. Journal of Research in Reading, 16(2), 138–147. https://doi.org/10.1111/j.1467-9817.1993.tb00043.x
Melander, H. & Sahlström, F. (2009). In tow of the blue whale. Learning as interactional changes in topical orientation. Journal of Pragmatics, 41, 1519–1537. https://doi.org/10.1016/j.pragma.2007.05.013
Mondada, L. (2014). Requesting immediate action in the surgical operating room. Time, embodied resources and praxeological embeddedness. In P. Drew & E. Couper-Kuhlen (ed.), Requesting in Social Interaction (pp. 270–302). Amsterdam: John Benjamins. https://doi.org/10.1075/slsi.26.11mon
Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension. Research in the Teaching of English, 40(4), 392–412.
Oakhill, J., Cain, K. & McCarthy, D. (2015). Inference processing in children: The contributions of depth and breadth of vocabulary knowledge. In E. J. O’Brien, A. E. Cook & J. Lorch Robert F. (eds), Inferences during Reading (pp. 140–159). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781107279186.008
Perfetti, C. & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
Rossi, G. (2014). When do people not use language to make requests? In P. Drew & E. Couper-Kuhlen &(eds), Requesting in Social Interaction (pp. 303–334). Amsterdam: John Benjamins. https://doi.org/10.1075/slsi.26.12ros
Sacks, H. & Schegloff, E. A. (1979). Two preferences in the organization of reference to persons in conversation and their interaction. In G. Psathas (ed.), Everyday Language: Studies in Ethnomethodology (pp. 15–21). New York: Irvington.
Sidnell, J. & Stivers, T. (eds) (2013). The Handbook of Conversation Analysis. Chichester: John Wiley.
Szymanski, M.H. (2003). Producing text through talk: Question-answering activity in classroom peer groups. Linguistics and Education, 13(4), 533–563. https://doi.org/10.1016/s0898-5898(03)00003-2
Tanner, M. (2017). Taking interaction in literacy events seriously: A conversation analysis approach to evolving literacy practices in the classroom. Language and Education, 31(5), 400–417. https://doi.org/10.1080/09500782.2017.1305398
Ten Have, P. (2007). Doing Conversation Analysis (2nd edition). London: Sage.
Van der Westhuizen, G. J. (2012). Reading comprehension interaction: A conversation analysis perspective. Southern African Linguistics and Applied Language Studies, 30(3), 361–375. https://doi.org/10.2989/16073614.2012.739330
Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179–190. https://doi.org/10.1016/j.tsc.2011.08.002
Willemsen, A., Gosen, M. N., Koole, T. & de Glopper, K. (2019). Teachers’ pass-on practices in whole-class discussions: How teachers return the floor to their students. Classroom Discourse, 11(4), 297–315. https://doi.org/10.1080/19463014.2019.1585890
Willemsen, A., Gosen, M. N., van Braak, M., Koole, T. & de Glopper, K. (2018). Teachers’ open invitations in whole-class discussions. Linguistics and Education, 45, 40–49. https://doi.org/10.1016/j.linged.2018.03.001
Zinken, J. & Rossi, G. (2016). Assistance and other forms of cooperative engagement. Research on Language and Social Interaction, 49(1), 20–26. https://doi.org/10.1080/08351813.2016.1126439
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.