Literaturnachweis - Detailanzeige
| Autor/in | Kelly, Laura Beth |
|---|---|
| Titel | Text Difficulty and Bilingual Student Interactions in Informational Book Discussions |
| Quelle | In: i.e.: inquiry in education, 12 (2020) 1, Artikel 11 (21 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2154-6282 |
| Schlagwörter | Difficulty Level; Bilingual Students; Interaction; Small Group Instruction; Reading Instruction; Elementary School Students; Young Children; Group Discussion; Grade 3; Teacher Student Relationship; Behavior Patterns; Reading Comprehension; Picture Books; Science Materials |
| Abstract | This qualitative analysis of small-group book discussions documents how bilingual third-grade students interacted around informational books at their reading levels and books one year ahead of their reading levels. The interactions included: answering the teacher, building on previous ideas, asking questions, introducing new topics, answering own or peer's questions, disagreeing, agreeing, and peer coaching. The last three of these interactions occurred rarely. Each group adopted opposite interaction patterns in relation to text difficulty. Group 1 predominately asked questions with matched texts, and with difficult texts they introduced new topics and built up related previous ideas. Group 2 mostly asked questions with difficult texts, and they introduced new topics and built them up mostly when speaking about matched texts. It is not clear that one interaction pattern is "better" than the other, and differences in the levels may explain some of the interactions adopted. (As Provided). |
| Anmerkungen | Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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