IN THE AGE OF ANALYTIC READING: Understanding Readers' Engagement With Text

• Published in: The Reading teacher Vol. 68; no. 4; pp. 251 - 260
• Main Author: Pennell, Colleen
• Format: Journal Article
• Language: English
• Published: Newark International Reading Association 01.12.2014; Wiley-Blackwell; Blackwell Publishing Ltd
• Subjects: Children; Close reading; Critical thinking; Dialogism; Discourse Analysis; Discussion (Teaching Technique); Discussion Groups; Educational Activities; Educational standards; Elementary education; Experiential Learning; Grade 3; Intervention; Literacy; Literature; Males; Philosophy; Program Descriptions; Readability; Reader Text Relationship; Reading; Reading Comprehension; Reading Deficiencies; Reading Difficulties; Reading Instruction; Reading Skills; Reading Strategies; Reading teachers; Reasoning; State Standards; Teaching Methods; Textual criticism
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1292

Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that guided reading development are closely examined: dialogic discourse, the fluidity of the text, and reader's experiential knowledge. In the age of the CCSS, considerations for transactional reading theory and dialogic teaching are discussed.