Classroom Discussion of Content Area Reading Assignments: An Intervention Study

Alvermann, Donna E.; Hayes, David A.

doi:10.2307/747772

Cited by 59 publications

(52 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most research on teacher questioning has revealed that teachers ask primarily factual or memory-type questions focusing on details or isolated bits of information (see, e.g., Alvermann & Hayes, 1989;Ciardello, 1986;Daines, 1986;Gall, 1970Gall, , 1984Good & Brophy, 1973;Guszak, 1967;Pearson & Gallagher, 1983;Wilen, 1982Wilen, , 1984. In a review of research on teachers' questioning practices from 1912 to 1967, Gall concluded that "about 60% of teachers' questions require students to recall facts; about 20% require students to think; and the remaining 20% are procedural" (1970, p. 713).…”

Section: [Insert Figure 1 About Here]mentioning

confidence: 99%

Locating Information in Text: A Focus on Children in the Elementary Grades

Armbruster

Armstrong

1993

Contemporary Educational Psychology

View full text Add to dashboard Cite

A review was conducted of the research related to the ability of elementary school children to carry out search tasks with informational text. The review was organized within a framework of components of the search process: Goal Formation, Text Selection, Information Extraction and Integration, and Evaluation. The research reviewed suggests that older and more proficient readers are better able than younger and less proficient readers to execute search tasks successfully and spontaneously. Other factors, such as the considerateness of text and the reader's prior knowledge of text structure and topic, were also shown to affect children's ability to search informational text. Implications for instruction are discussed.Locating Information in Text -2 LOCATING INFORMATION IN TEXT: A FOCUS ON CHILDREN IN THE ELEMENTARY GRADESIn school, children search text for answers to questions, pursue evidence in support of a point, and seek information on topics of interest. Recognition of the importance of locating information is evident in the fact that it is assessed on standardized tests and taught in commercially published programs, such as basal programs in reading and social studies.In this report we review research related to the ability of elementary school children to search text to locate information. We conclude with some reflections on the educational implications of this research. What is Involved in Locating Information?Locating information is a type of strategic reading (Guthrie & Mosenthal, 1987). Strategic readers have the following characteristics: (a) They have a purpose or goal for reading, which defines the reading task; (b) They analyze the task and all the factors that affect it; (c) From an analysis of the task, the text, and their own cognitive and affective resources, strategic readers carefully select tactics appropriate for achieving their goal; (d) They monitor their comprehension, thinking, and learning; and (e) They are flexible, changing their strategy as necessary to achieve their goal (Wade & Armbruster, in press).Guthrie and his colleagues have addressed the more specific question of what is involved in the subset of strategic reading of interest here--locating information. Guthrie and Mosenthal (1987) propose a model of the subprocesses of information location. The components of their model are:1. formulate a goal, 2. inspect appropriate categories of information, 3. sequence the inspection, 4. extract details from one or more categories, and 5. recycle to obtain a solution.Dreher (1992) presents a variation of this model, with the following five components:1. goal formation--formulating a goal or plan of action, 2. category selection--selecting appropriate text sections or categories (e.g., table of contents) for inspection, 3. information extraction--extracting the relevant information from the selected categories, 4. integration--integrating the extracted information with prior knowledge of the topic, and 5. recycling--repeating the preceding processes until the search task is comp...

show abstract

Section: [Insert Figure 1 About Here]mentioning

confidence: 99%

Locating Information in Text: A Focus on Children in the Elementary Grades

Armbruster

Armstrong

1993

Contemporary Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Lack of teacher knowledge about discussion processes can be another obstacle. The practices teachers identify as discussion often turn out instead to be recitation (Alvermann & Hayes, 1989;Larson, 2000). Using discussion productively requires careful attention to establishing norms and teaching students how to participate productively (Larson, 2000).…”

Section: Promoting Classroom Discussionmentioning

confidence: 99%

Word Generation Randomized Trial

Lawrence

Crosson

Paré‐Blagoev

et al. 2015

American Educational Research Journal

View full text Add to dashboard Cite

Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students in 28 schools randomly assigned to treatment or control conditions. There were large effects on classroom discussion quality across all content areas, especially in math and science (Cohen's d = 0.38-1.13). The program also produced JOSHUA F. LAWRENCE is assistant professor at the University of California, Irvine, 3200 Education Building, Irvine, CA 92697; e-mail: jflawren@uci.edu. His research focuses on understanding and improving literacy development and educational outcomes of students at risk, including language minority students. AMY C. CROSSON is a research associate at the Learning Research and Development Center, University of Pittsburgh. She studies literacy interventions to support comprehension, academic writing, and academically productive classroom talk for linguistically diverse students in underresourced schools. E. JULIANA PARÉ-BLAGOEV is senior research scientist at George Washington University and director of the Center for Applied Developmental Science and Neuroeducation in the Special Education and Disabilities Program. She works at the intersection of neuroscience, developmental psychology, and education to bridge research and practice. CATHERINE E. SNOW is the Patricia Albjerg Graham Professor at the Harvard Graduate School of Education. She studies language and literacy development in children from birth through adolescence, with particular focus on children at educational risk because of socioeconomic or immigrant status, limited English skills, and/or inadequate schooling opportunities.

show abstract

“…The five teachers in the study possessed between two and fourteen years of classroom experience. Alvermann and Hayes (1989) found that a reliance on IRE was the result of, "strong pressure [from the administration] to manage student behavior"…”

Section: Definitions Of Terminologymentioning

confidence: 99%

“…Thus, some students blend seamlessly into the background while a few extraverted students dominate the responding. Researchers have found that teachers rely on IRE because it facilitates classroom management, decreases the need for wait time, and makes use of readily available teacher manuals that contain lower-level questions concerning plot and setting that are typical of IRE (Alvermann & Hayes, 1989). IRE questions typically involve lower-level questions because they can be answered quickly and the response deemed correct or incorrect.…”

Section: Definitions Of Terminologymentioning

confidence: 99%

Engaging Students in Authentic Discussion in the Secondary English Classroom

Carpenter¹

2014

Preprint

View full text Add to dashboard Cite

Using the social constructivist lens, I frame a call for action that advocates for the use of critical literacy and a protocol for discussion in the English language arts classroom. Salon authentic discussion will present teachers with a powerful new pedagogy for critical literacy instruction in the secondary ELA classroom especially in this critical time when standards and accountability for both students and teachers is being redefined.As a teacher-researcher, I am in the best position to investigate how students can become equipped to meet proficiency in speaking and listening a standardsbased era. Using grounded theory methodology, I examine authentic discussion that has the power to stir controversy, recognize the claims of others, and continually engage participants in the search for identity and meaning (Ayers, 2004).An investigation into the literature reveals the difficulties associated with conducting authentic discussion as well as the gap in the literature that provides educators with the necessary ingredients for its success. Grounded theory emerges in an argument advocating the use of a combination of literary theory, social motivation, Accountable Talk, and critical literacy that can be used to best prepare

show abstract

Classroom Discussion of Content Area Reading Assignments: An Intervention Study

Cited by 59 publications

References 5 publications

Locating Information in Text: A Focus on Children in the Elementary Grades

Locating Information in Text: A Focus on Children in the Elementary Grades

Word Generation Randomized Trial

Engaging Students in Authentic Discussion in the Secondary English Classroom

Contact Info

Product

Resources

About