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

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 roote...

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Published inThe Reading teacher Vol. 68; no. 4; pp. 251 - 260
Main Author Pennell, Colleen
Format Journal Article
LanguageEnglish
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
Online AccessGet full text
ISSN0034-0561
1936-2714
DOI10.1002/trtr.1292

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Abstract 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.
AbstractList 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.
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. Adapted from the source document
Audience Grade 3
Primary Education
Elementary Education
Early Childhood Education
Author Pennell, Colleen
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Cites_doi 10.1080/00098659809602723
10.1007/978-3-662-03362-3
10.7560/720466
10.4324/9780203927885
10.1111/j.1467-9752.2008.00640.x
10.1037/a0015576
10.1044/1092-4388(2002/093)
10.1080/00405849209543534
10.4324/9780203464984
10.1159/000106415
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SubjectTerms 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
Title IN THE AGE OF ANALYTIC READING: Understanding Readers' Engagement With Text
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