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Annotated Bibliography for Review of the Literature |
Encompassed in the following annotated bibliography are the results of investigation into the area of discussion, which is grounded in the theory of reader response. The bibliography includes annotations on the comparison and efficacy of student/peer-led and teacher-led discussion groups, the effectiveness of various formats of discussion, and the outcomes of peer collaboration and transaction in the attainment of literacy skills in reading comprehension and critical thinking skills. Entries that present the results of literature based discussion practices with diverse learners and multilingual students are also included. Annotations on theoretical models of socio-cognitive theory, that support the value and rationale for personal connection, and social interaction for scaffolding and acquiring literacy skills are also incorporated. Articles from professional journals and text references that discuss the current practices and use of discussion groups, such as book clubs and literacy circles as well as suggestions for successful implementations of discussion techniques currently used, are also included.
Almasi, J. F. (1995). The nature of fourth graders' sociocognitive conflicts in peer- led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314- 351.
Compares the new view of discussion to the traditional recitation model that usually occurs in classrooms. The student and teacher roles change with students assuming the roles of inquisition, facilitator and evaluator (that are usually assumed by the teacher) in the new view of discussion. Teachers facilitate by scaffolding student interaction and interpretation when needed. Cognitive benefits are internalization of interpretive behaviors, better social competence during social interactions, and improved quality of discourse.
Almasi, J. F., O'Flahavan, J. F., & Poonam, A. (2001). A comparative analysis of student and teacher development in more and less proficient discussions of literature. Reading Research Quarterly, 36, 96-120.
Alverman, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps,S.F., Thrash, E. C.& Zalewski P. (1996). Middle and high school students' perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.
This study of middle and high school students highlights the awareness students at his level have for the conditions that are conducive to good discussion. Students have knowledge about the different tasks and topics that influence participation and are cognizant of the benefits of classroom discussion on their understanding of what is read. Analysis showed students valued listening to each other as they expressed their opinions and argued about the meaning of what they read.
Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. In. R. B. Ruddell, M. R. Ruddell & H. Singer (Eds.).Theoretical Models and Processes of Reading (4th ed.) ( pp. 469-482).Newark, Delaware: International Reading Association.
Schema theory and its relationship to new knowledge acquisition and comprehension are described. Instructional materials should meaningfully integrate what is already known with what is presented on the printed page. Questions should be asked that help children recall relevant experiences of their own that relate to problems faced by story characters.
The chapter discusses the interrelatedness of language skills as they relate to written language. Expressive language according to Britton is a tool to aide in the acquisition of literacy- the genre in which a learner explores and assimilates new ideas..
Barrentine, S. J. (1996). Story time plus dialogue equals interactive read-alouds. In. L. B. Gambrell & J. F. Alamsi (Eds.). Lively Discussions! Fostering Engaged Reading (pp.52-62 ). Newark, Delaware: International Reading Association.
This chapter describes the process of interactive read-aloud as a form of discussion that enables novice readers to make meaning in a social context by promoting familiarity with a story. Interactive read alouds enhance the enjoyment of the story, allows for social interaction and provides rehearsal of comprehension strategies. A description of the interactive read aloud process and examples of student and teacher conversation are given.
Barton, J. (1995). Revitalize classroom discussions. Education Digest, 60, (9), 48-52.
This article describes methods and gives tips to teachers to encourage and to facilitate discussion. Suggests using listening strategies with students, and verbal and nonverbal signals that help students stay in communication. Teachers must differentiate between guidance and interference when facilitating discussion groups. Examples are given on how to support reluctant readers, ESL students, and how to generate questions that promote discussion.
Brabham, E. G., Villaume, S. K. (2000). Continuing Conversations about literature circles. Reading Teacher 54, 278-280.
This article describes the procedural practices of literacy circles. Topics include how many students in a group, how to prepare students for literacy circles, accommodations for struggling readers and text selection that engage readers.
This chapter describes cognitive training strategies that facilitate students' ability to learn from text. Defines the role dialogue plays in the comprehension of text. An effective aid to knowledge building is the strategy of forcing learners to make their theories explicit and defend them to others. Describes the Reciprocal Teaching Strategy (RTS) as an interactive learning process that encourages dialogue of a portion of the text. Studies that involved RTS and the result of students becoming more proficient at paraphrasing, summarizing and developing questions related to the text.
Carico, K. M. (2001). Negotiating meaning in classroom literature discussions. Journal of Adolescent & Adult Literacy , 44, 510-518.
An ethnographic study that involved four girls in a literature discussion group that investigates reader response theory and its potential to create dynamic learning experiences for students. The girls were middle school students who met over a period of five months to discuss the lives, choices and experiences of the characters in, Roll of Thunder. The researcher encountered a range of responses that included analytical talk, critical thinking, discovery, reflection, and identified the need for strategies to improve reading skills. Some implications for gender consideration in constructing discussion groups.
Commeyras, M., (1993). Promoting critical thinking through dialogical-thinking reading lessons. The Reading Teacher, 46, 486-493.
Describes the instructional approach called Dialogical-Thinking Reading Lesson (D-TRL) and its positive influence on students who struggle to engage with text in ways that are associated with proficient reading and thinking. Basic elements of the D-TRL format are summarized into two phases, reading phase and discussion phase. This is a method that can be modified to use with various ages.
Commeyras, M., & Sumner, G. (1996). Literature discussions based on student posed questions. The Reading Teacher, 50, 262-265.
This article describes the rationale of student posed questions as a basis for discussion. The students rather than the teacher generate questions for literature discussions. This allows students to have a part in deciding which parts of the text they feel are important. Research shows that instruction to promote student-generated questions leads to improved comprehension. Teacher can start with read aloud and work at generating questions with students on chart paper and encourage students to collaborate on generating questions. When students generate the literature questions they become more excited and take greater reasonability for learning.
Corden, R. (1998). Talking into Literacy. Reading, 32, (3), 27-31
Corden highlights the importance of metalinguistic awareness development in young children to order their thoughts, questions, and explore and interpret the words of others. Discussion develops higher order thinking skills as learning occurs on a social plane and is then internalized. Corden makes the case that reading development is not a silent independent, individual process, but a busy dynamic act of social collaboration that draws heavily on the orality of language. Spoken language should be seen as an integral part of literacy teaching and should not become marginalized.
Dugan, J. (1997). Transactional Literature Discussions: Engaged students in the appreciation and understanding of literature. Reading Teacher, 51, 86-97.
Transactional Literature Discussions (TLD) are integrated reading, writing, and talk sessions in which students respond openly to literature and are actively involved in making meaning. TLD id based on Rosenblatt's transactional theory of reader response, an Vygotsky's belief that social interaction and dialogue aids in literacy development, and the evidence that reading and writing are reciprocal processes. TLD incorporates reading and thinking aloud, wondering on paper, and talk sessions that use the wonderings as a basis for discussions. The teacher's role is to be receptive to student responses and create an atmosphere of trust. The RQL2 (respond, question, listen and link) format is suggested for helping students participate in discussions.
Dyer, J., Lovedahl, A., Conley, T. (2000). Talking about books right from the start: literature study in the first, second, and third grade. Primary Voices,9, 27-33.
A first, second, and third grade teacher discuss the implementation of literature study in the primary grades. It is important to redefine reading to include talking about books as part of the reading process. Discussion is a step children can participate in which leads to more knowledge of books and print systems. Confidence developed by discussion, and partnering with a peer can encourage students to take risks and persevere through a difficult learning task. They suggest use of rereading, response journals, art, and drama as well as discussion in literature circles for young children to extend and deepen understanding. Retain flexibility and meet the needs and interests of your students when planning discussion groups.
Eeds, M., Peterson R., (1991). Teacher as curator: Learning to talk about literature. The Reading Teacher, 45, 118-126.
Considers the problem that teacher training has fallen short on how teachers should prepare for literature study discussions. Advice is given on how to “shoot literary arrows” by recognizing the literary elements of structure, character, place, time, point of view, mood, symbol and extended metaphor to increase our readiness for dialogue with students.
Eeds, M., Wells, D. (1989). Grand Conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.
Evans, K. S. (2002). Fifth-grade students' perceptions of how they experience literature discussion groups. Reading Research Quarterly, 37, 46-69.
Fielding, L. G., Pearson, P. D. (1994). Reading Comprehension: what works. Educational Leadership, 51, (5), 62-68.
Based on a review of research, a successful program of comprehension includes large amounts of time for actual text reading, teacher directed instruction in comprehension strategies, opportunities for peer and collaborative learning, and occasions for students to talk to a teacher and one another about their responses to reading. Each area is discussed in depth with suggestions. Focuses on student centered discussions that honor multiple interpretations of text.
Forman, E. A., & Cazden, C. B. (1994). Exploring Vygotskian Perspectives in Education: The Cognitive Value of Peer Interaction (pp. 155-178). In. Theoretical Models and Processes of Reading (4th ed.). Newark, Delaware: International Reading Association.
Describes the Vygotskian perspective of peer interaction and the value of social interaction (especially speech) since it is taken over and internalized by the child. Research that supports aspects of peer collaboration is presented.
Galda, L., Ash, G. E., & Cullinan, B. E. (2000). Children's literature. In. M. L.Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.). Handbook of Reading Research Volume III (pp.361-379).Mahwah, New Jersey: Lawrence Erlbaum Associates.
Within the discussing children's literature section of the chapter is a description of the evolution of discussion groups and reviews of research. The study by Eeds and Wells (1989) to the present practices of literature study circles that emphasize student- led discussion and the Book Club format of Raphel and McMahon (1994), which uses a set instruction al framework of reading, writing, discussion and instruction is reviewed.
Gall, M. D. & Gall J. P. (1993). Teacher and student roles in different types of classroom discussion. ( ERIC Document Reproduction Service No. ED 359 256.
Paper presented at the annual meeting of the American Educational Research Association, Atlanta, in April 1993, discuses the various models of discussion that have been developed to address different instructional objectives. The general definition of discussion is a group of persons assembled at a specific time and place to use verbal, nonverbal and listening processes to communicate interactively in order to achieve instructional objectives. The following discussion types are described: cooperative learning discussions, subject mastery method, and issues oriented discussions, along with the most appropriate application of their use. Authors stress importance of training for teachers and students for their respective roles in each type of discussion method.
Gambrell, L. B. (2001). What we Know About Motivation to Read. In. Flippo, R. F. Reading Researchers in Search of Common Ground (pp. 129-143). Newark, Delaware: International Reading Association.
Motivation as it relates to social interaction in reading is discussed in this chapter. The reading experts agree that children should be encouraged to talk about books and share the different kinds of reading they do in a variety of ways. Mentions studies that suggest motivated readers place a high priority on these types of social interactions.
Gambrell, L. B. (1996). What research reveals about discussion. In. L. Gambrell & J. F. Allmasi (Eds.). Lively Discussions! Fostering Engaged Reading (pp. 25-38). Newark, Delaware: International Reading Association.
The chapter focuses on research that was conducted in primary classrooms to describe the effects of discussion on students learning. Presents research that suggests the outcome of small group discussion in elementary classrooms is deeper understanding, higher-level thinking, and better communication skills. Discussion is influenced by the text type, group size, and by leadership. While research supports the efficacy of group discussion there is not one method or approach for implementing the ideal discussion, teachers must make these important choices. Establishment of successful discussion is a process of experimentation and fine-tuning to find the suitable approach for student needs.
Gambrell, L. B., & Almasi, J. F. (Eds.). (1996). Lively Discussions! Fostering Engaged Reading. Newark, Delaware: International Reading Association.
This text includes four major sections on establishing effective discussions. The first section deals with creating classroom cultures that foster discussion and explains the basic elements to consider in preparing for discussion. The second section gives suggestions on how discussion could be adapted and presented for emergent readers and older elementary students, and how discussion can promote comprehension. Part three provides examples of teacher roles in student led discussions. The fourth section discusses perspectives on discussion with a section on retelling to assess comprehension.
Goatley, V. J., Brock, C. H., & Raphael, T. E., (1995). Diverse learners participating in regular education “Book Clubs”. Reading Research Quarterly, 30, 352-380.
Idea circles are a method of discussion well suited for learning a concept. They are different than literature discussions since their aim is dialogue that unites children in discussion of a particular concept and promotes the participants convergence of conceptual understanding. Success of idea circles is contingent upon participants' ability to listen to one another, take turns, and listen to the leader. Each student brings information to the circle, which is connected and constructed by the group. Groups are heterogeneous and include 5 or 6 students. Idea circles help students with literacy strategies, conceptual understanding, the collaborative process and provide intrinsic motivation for literacy development.
Halliday explores and discuses the place of dialogue and oral language in the construction of meaning as it is developmentally constructed by children. Spoken language is the first entry in the construction of shared meaning.
Harste, J. C. (1994). Literacy as curricular conversations about knowledge, inquiry, and morality. In.R. Ruddell, M. Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of Reading (1220-1242). Newark, Delaware: International Reading Association.
The chapter relates to the importance of connections with all language processes in the role of making meaning. The importance of the topic and the relationship that the learners have with the topic under discussion is part of the transaction that constitutes knowing. Collaboration entails using ourselves and others to outgrow ourselves.
Holt, J., Halliwill-Bell, B. (2000). Good books, good talk, good readers. Primary Voices K-6, 9, 3-8.
Explains the basis that two teachers used for establishing literature study groups for their children that support talk around good books. Discusses the importance of building community and gives strategies/methods that they developed their groups around. They emphasized the use of varied genres, especially nonfiction; a choice of what is read by students, and the belief that teachers are participants in the majority of conversations. Teachers use dialogue arising from literature to generate curriculum to encourage motivated, focused and productive inquiry.
Jewell, T. A., Pratt, D. (1999). Literature discussions in the primary grades: Children's thoughtful discourse about books and what teachers can do to make it happen. The Reading Teacher, 45, 842-850.
Discusses how two teachers changed their instruction to accommodate Rosenblatt's Reader Response Theory by creating heterogeneous groups, giving students choice of texts, basing discussions and student responses, and taught skills and decoding. Basic organization that fosters response driven conversations is outlined with examples included.
Johnson, D. D. ( 2000). Just the right word: vocabulary and writing. In. R.Indrisano & J. R. Squire (Eds.). Perspectives on Writing: Research, theory and Practice (pp. 162-186). Newark, Delaware: International Reading Association.
Recommends involvement of students in rich oral language activities including conversation, discussions, debates, participating in and attending plays, and listening to speeches to expand their vocabularies and encourage use of these words in their writing.
Journal article describes the way teachers can help students build reflective questioning behavior. The author describes how to encourage this process to facilitate “natural learning” in readers who process information as it arrives, speculating on information and forming hypothesis as they read.
Lyons, B. A., (1996). Peer-Led Discussion Groups: An Analysis of Recent Literature. (ERIC Document Reproduction Service No. ED 394 148.)
This article reviews five articles in which the effectiveness of peer-led discussion groups is addressed. The journal articles discussed are by Maryann Eeds and Deborah Wells, William Sweigart, Janice Almasi, Cathy Roller & Penny Beed and Carol Giles and presents that students in peer-led discussions have better comprehension of text and write better analytical essays.
Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups.Reading Research Quarterly, 37, 94-112.
McCarthy, S. J. (1994). Authors, text, and talk: The internalization of dialogue from social interaction during writing. Reading Research Quarterly, 29, 201-231.
A study to investigate links between teacher talk, subsequent student talk and the written text the students produced to judge the effects of dialogue on the written work of students. Methods included teacher student writing conferences, followed by the sixth grade students having a writing conference with a first grade student to judge the internalization of the negotiation that had gone on with the teacher. The conclusion was that students used aspects of their classroom discourse in their text and talk with younger students proving they had internalized through dialogue what had occurred during writers' workshop.
McMahon, S. I., & Goatley, V. J. (1995). Fifth graders helping peers discuss texts in student-led groups. Journal of Educational Research, 89, 23-35.
Mizerka, P. M. (1999). The impact of teacher-directed literature circles versus student-directed literature circles on reading comprehension at the sixth grade level. (Doctoral dissertation, University of Illinois at Urbana-Champlain, 1999). Dissertation Abstracts International, 60, 3307.
Morrow, L. M. (1996). Story retelling: A discussion strategy to develop and assess comprehension. In.L. Gambrell & J. F. Almasi (Eds.). Lively Discussions! Fostering Engaged Reading (pp. 265-285).Newark, Delaware: International Reading Association.
The chapter offers an outline for the process of helping students develop retelling skills. Studies have suggested that retelling with interactive discussion can result in significant improvement in comprehension and recall of discourse. This type of discussion deals with talking about what the child has heard or read to help them with interpretation. The use of props or a flannel board can be use to encourage retelling discussion. The use of a tape recorder for practice, which can be listened to later by other children or a chalk talk where students draw as they retell is suggested. Other ideas mentioned for retelling are the use of dramatic retelling and use of puppets. The use of retelling is suggested as an assessment tool to demonstrate literal comprehension.
Morrow, L. M. , Gambrell, L. B. (2000). Literature based reading instruction. In. M. L. Kamil, P. B.Mosenthal, P.D. Pearson & R. Barr (Eds.). Handbook of Reading Research Vol. III (pp.563-586). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Portion within this chapter on literature discussion groups describes such groups as three to eight students who read and discuss a story over a period of time and construct & refine a deeper meaning of the text. Reviews book club formats and the use and success of book clubs with special populations in acquiring literacy skills.
Ngeow, K. Y., Enhancing Student Thinking through Collaborative Learning. (Eric Document Reproduction Service No. Ed422 586.)
Describes the critical phases of any group learning approach. They are the engagement phase, the exploration phase and the most critical transformation phase where discussion participation of every student is crucial to reshape information to synthesize learning concepts, the presentation phase, and reflection.
Paratore, J. R., & McCormack R. L. (Eds.) (1997). Peer Talk in the Classroom: Learning from Research. Newark, Delaware: International Reading Association.
Chapter1. Discusses the positive outcomes of book clubs on understanding of text, and how it supports social learning theory with an important section on developing, implementing and assessing book clubs. Practical suggestions on management of book club formats with ten research based practices that are beneficial for enhancing the quality of student discussions.
Raphael, T. E., Florio-Ruane, S., George, M. (2001). Book Club Plus: A Conceptual Framework to Organize Literacy Instruction. Language Arts, 79, 159-169.
Extends the framework of Book Club to accommodate skills and strategies at various instructional levels found within book clubs. Suggests use of guided reading with related theme books that are appropriately leveled for instruction and practice of comprehension skills and strategies. Three themes with selected resources, unit work, and content connections are presented as well as organization of day and week with Book Club Plus.
Describes the Book Club format of literature-based instruction. The common components that book discussion groups have regardless of what they are called are; high quality literature, opportunities for student interaction with peers, acceptance of personal response as comprehension and a natural approach to the structure of discussion. Reading of text took place individually, with a peer, or small group. Writing was done in response journals, which contain blank pages for pictures, charts, maps and lined pages for reflections. These journals are impetus for discussions.
Raphael, T., Pardo, L., Highfield, K., McMahon, S. (1997). Book Club: A Literature Based Curriculum. Littleton, Massachusetts: Small Planet Communications.
Describes and explains the social constructivist approach and reader response theory behind the Book Club program. Describes components, classroom management, book selection and assessment procedures used in Book Club. Provides lesson plans for eight books and multi-book theme units.
Rosenblatt, L. M. (1994). The transactional theory of reading and writing. In.Theoretical Models and Processes of Reading(4th ed.). (pp.1057-1092). Newark, Delaware: International Reading Association.
Describes the transactional theory of reader response that is one of the underpinnings of discussion groups. The basic premise of this theory is that meaning does not reside in the text or the reader but comes into being during the transaction of reader and text. Describes the efferent and aesthetic stance, the significance of prior knowledge of the reader, and the power of connecting through personal association for attainment of deeper understanding and meaning.
Roser, N. L., & Martinez, M. G. (Eds.). (1995) Book Talk and Beyond: Children and Teachers Respond to Literature Newark, Delaware: International Reading Association.
Selections with suggestions for texts and authentic examples of ways children can respond to literature. The authors provide rationale and strategies for discussion and response to poetry, drama, and use of dialogue journals, which encourage students to bring themselves into the literature they are reading.
Routman, R. (1991). Responding to literature later transitions. Invitations: Changing as Teachers and Learners. Portsmouth, NH: Heinemann.
The chapter discusses the various methods of having children respond to literature. Reading response logs are discussed with suggestions for use; response to open ended questions, reflections of personal reactions while reading, recording unfamiliar vocabulary words, illustrations of the text, examining the authors style and motives, creating open ended questions, and literature discussion groups. The literature discussion group described is one where every child's voice is heard and the teacher is a member of the small groups not its president. Talk works toward critical analysis and children take ownership of the learning process. Importance of parent education in the process is suggested so the process of discussion can be supported at home. Good suggestions for organization, procedures, rules and etiquette for discussion, and uses of the reader response journals journal are presented. The beneficial outcomes of group discussion are improved listening skills, comprehension and at risk and low ability students succeed. Also, social relationships change; students take ownership and the student's attitude toward reading literature improves. Such discussions can be carried on across the curriculum.
Ruddell, M. R. ( 1994). Vocabulary knowledge and comprehension: A comprehension-process view of complex literacy relationships. In. R. B. Ruddell, M. R. Ruddell & H. Singer (Eds.). Theoretical Models and Processes of Reading (4th ed.). (pp. 414-448). Newark, Delaware: International Reading Association.
The development of language skills arises through meaningful exchanges in a social context with significant others. Vocabulary learning is a social cultural event that can be enhanced through verbal exchanges of information with students.
Ruddell, R. B. Ruddell, M. R. (1994). Language acquisition and literacy processes. In. R. B. Ruddell, M.R. Ruddell & H. Singer (Eds.). Theoretical Models and Processes of Reading (4th ed.). (pp.83-103). Newark, Delaware: International Reading Association.
This chapter examines the language development of early school years and its relationship to literacy development. States that children are active participants in their won literacy development, and children's social interactions influence their literacy development.
Seidenstricker, L. S. (199). The comparative effects of small group peer-led discussion and large group teacher-led discussion on the strategic reading comprehension, literary interpretation, and engagement of seventh grade readers. (Doctoral dissertation, University of Maryland, 1999).Dissertation Abstracts International, 60, 4367.
This dissertation investigated the effects of discussion structure on reading comprehension, literary interpretation and engagement in two groups of seventh graders. The students participated in either a small peer-led group or a large teacher-led group discussion. The results indicated comprehension benefits for teacher-led discussion groups and engagement benefits for small peer-led discussion groups. In teacher-led discussions the teacher orchestrated discussions with open-ended questions, conversation like interactions, contiguous discourse and high-level evaluations.
Squire, J. R. (1994). Research in reader response, naturally interdisciplinary. In. R.Ruddell, M. Ruddell, & H. Singer (Eds.). Theoretical Models and Processes of Reading (pp. 637-652). Newark, Delaware: International Reading Association.
This chapter discusses the research in reader response theory from 1920s. Refers to Rosenblatt's work as the fountainhead of analytic study of reader response which influences virtually all subsequent research and literary specialists interested in the reader's role. The implications for practice drawn from this study are; the teaching of literature must focus on the transaction between the reader and the work; response is affected by prior knowledge and prior experience; response differs with time and place; response to literature varies with the rhetorical model-narrative or non-narrative, efferent or aesthetic; no two responses to literature are identical; works of genuine literary quality can evoke richer, more meaningful experiences; it takes two to read a book; important developmental differences can be seen in the ways children respond to literature; the sounds of words are often as important as their sense; the ways in which we teach literature will permanently affect out students' responses.
Van den Branden, K. (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual primary school classes. Reading Research Quarterly, 35, 426-443.
Villaume, S. K., Hopkins, L. (1995). A transactional and sociocultural view of response in a fourth-grade literature discussion group. Reading Research and Instruction, 34, 190-203.
Wells, D. (1995). Leading Grand Conversations. In. N. L. Roser & M. Martinez(Eds.). Book Talk and Beyond: Children and Teachers Respond to Literature (pp.132-139). Newark, Delaware: International Reading Association.
This chapter gives insight on how to recognize and facilitate natural discussions and genuine dialogues that are collaborative in nature. Students gain confidence by expressing ideas while teachers provide encouragement and synthesis of ideas. Teachers can model think aloud strategy and demonstrate how they construct meaning. Good suggestions on books that entice student response are included.
Wollman-Bonilla, J. E. (1994). Why don't they “just speak?” Attempting literature discussion with more and less able readers. Research in the Teaching of English, 28 231-257.
Collaborative literacy is defined as a multidimensional term to describe how students who are engaged in-group activities read, discuss and analyze literature on the theme of working together learn many of life's important lessons. Collaborative book talk is part of this process. Students explore and apply the story and how it applies to their lives, classrooms, homes and communities. The literature becomes the vehicle for students to make real life connections as it propels their thinking through discussion.