Meeting Academic Standards through Peer Dialogue at Literacy Centers

Autor/in	Maurer, Caroline
Titel	Meeting Academic Standards through Peer Dialogue at Literacy Centers
Quelle	In: Language Arts, 87 (2010) 5, S.353-362 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Constructivism (Learning); Academic Standards; Literacy; Teaching Methods; Preservice Teacher Education; Teachers; Grade 1; Language Arts; Children; Peer Relationship; Vignettes; Standardized Tests; Elementary Schools; Decoding (Reading); Reading Instruction; Reading Comprehension; Scientific Concepts; Vocabulary Development; Ohio + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Sprachkultur; Child; Kind; Kinder; Peer-Beziehungen; Standadised tests; Standardisierter Test; Elementary school; Grundschule; Volksschule; Dekodierung; Leseunterricht; Leseverstehen; Wortschatzarbeit
Abstract	Literacy centers are widely used by teachers seen as being effective in promoting literacy (Pressley, Rankin, & Yokoi, 2000); yet little research has been completed on how or why they are effective. Based on the social cultural constructivist theory posited by Vygotsky (1978), and research theories of Dyson (1993), the peer dialogue at the intersection of the unofficial social world of children and the official school world were analyzed to determine how peer dialogue supported literacy learning. Finding indicated that 47 of the 79 first-grade indicators from the Ohio Academic Content Standards for English Language Arts were utilized and strengthened through peer dialogue. This research can add to classroom practice as teachers see the impact of peer dialogue at literacy centers in supporting both literacy skills and literate behaviors. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10