Dialogic literacy: Talking, reading and writing among primary school children

Abstract

This study investigates the interplay between talk, reading and writing as Mexican primary school children worked together, in small groups, on a psycholinguistic task that required them to read three related texts and write an integrative summary. The study was conducted in the context of an educational program called 'Learning Together' (LT), which uses collaborative learning to enhance the development of children's oracy and literacy. Analyses of children's dialogues using the Ethnography of Communication in combination with a novel 'Scheme for Educational Dialogue Analysis (SEDA)' (Hennessy et al., 2016), revealed important improvements in effective oral communication-and specifically a shift towards the use of dialogic styles of interaction-between the children who participated in the LT program (as compared to those who did not). These improvements were accompanied by significantly higher quality integrative summaries, not only when children worked in small groups but also individually. The latter results indicate appropriation of sophisticated literacy abilities by the children. Further analyses of the relations among talk, reading and writing suggest that these processes are interwoven through subtle intertextual relations and support each other in a dynamic and iterative manner. We discuss the theoretical, methodological and practical relevance of the study.

Implementasi Model Literasi Berimbang di Taman Baca Masyarakat (TBM) Di Kota Surabaya

“…Ada banyak penelitian yang mengeksplorasi praktik literasi di kalangan anak-anak usia sekolah di daerah pedesaan dan / atau masyarakat sosial ekonomi rendah, namun sebagian besar dari mereka berpusat pada masalah seputar lingkungan sekolah (lihat, misalnya, (Andersen et al, 2018;Chen, Rea, Shaw, & Bottino, 2016;Frey, Lee, Tollefson, Pass, & Massengill, 2005;Rojas-Drummond et al, 2017). Pada kenyataanya, ada waktu-waktu di luar jamsekolah yang dapat dimanfaatkan untuk mempropagandakan gerakan literasi tersebut.…”

Improving Student’s Mathematical Communication Ability through Think Talk Write Learning Model on Geometry Materials

“…The previous research states that to improve students' mathematical communication abilities, a learning model is needed. One learning model that can improve mathematical communication is Think Talk Write (TTW) learning model, (Elida, 2012;Hendriana, 2014;Kurniaman, 2018;Nuraeni, 2018;Rahman, 2012;Suminar, 2018;Winayawati, 2012;Rojas-Drummond, 2016). The TTW learning model is a cooperative learning model that was first introduced by Huinker and Laughin in 1996.…”

Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning

“…Sociocultural environments thus influence the choice of writing strategies, since writing expertise grows through the internalization of generally accepted strategies and procedures for addressing writing problems, which are shared within a community of practice (Deane et al, 2018). Rojas-Drummond, et al (2017) employ the term dialogic literacy, which refers to the interplay between talk, reading and writing. The authors found that 6th-graders' ability to co-construct knowledge and produce a coherent synthesised summary, was highly dependent on their ability to talk and think together.…”

“…Second, on the basis of the Vygotskian view of learning as a basically social activity. Rojas-Drummond, et al (2008) have demonstrated how writing together can evoke different processes of collective creativity, brainstorming and intersubjectivity, and Rojas-Drummond, et al (2017) found that 6th-graders' ability to co-construct knowledge and produce a coherent synthesised summary, was highly dependent on their ability to talk and think together. According to Rivard and Straw (2000), talk is important for sharing, clarifying and distributing knowledge, and writing may help the development of more structured and coherent ideas, as the writers move to higher-order and more complex cognitive processes (Chen, 2011).…”