An Analysis of a Teacher's Use of Revoicing during a Third Grade Literature Discussion

Autor/in	Burke, Amy
Titel	An Analysis of a Teacher's Use of Revoicing during a Third Grade Literature Discussion
Quelle	In: Literacy Research and Instruction, 56 (2017) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2016.1210707
Schlagwörter	Grade 3; Discussion (Teaching Technique); Reading Aloud to Others; Grounded Theory; Elementary School Teachers; Elementary School Students; Discourse Analysis; Fantasy; Classroom Communication; Literary Genres + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Fantasie; Klassengespräch; Literarische Form
Abstract	This article details findings of an analysis of a third grade classroom's read-aloud discussions spanning a 6 week period. Data were analyzed first using the constant-comparative method, followed by an analysis of selected interactions in which the teacher revoiced students' utterances. Findings suggest students co-constructed knowledge through their discussions, in part because of the teacher's use of revoicing. This revoicing invited students to consider how others' thinking may impact their own and allowed students to build understandings together over time. These findings are significant because they suggest the critical nature of the learning opportunities made available through strategically led, dialogic discussions, even within a test driven, high stakes educational environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01