What the discourse tells us: Talk and indicators of high-level comprehension

Discusión productiva para la comprensión de textos: habilidades y conocimientos específicos en la formación inicial de profesores

“…La otra aproximación de tipo dialógica -con menor difusión-está centrada en la construcción del significado y de la representación coherente de un texto a partir de las distintas ideas que los estudiantes comparten a partir de sus contribuciones verbales en la sala de clases. El objetivo principal de esta propuesta es apoyar a los estudiantes en la formulación y extensión de sus razonamientos mediante la interacción así como construir conocimientos y significados a partir de las ideas formuladas colectivamente a través del diálogo (Kucan y Palincsar, 2013;Murphy, Wilkinson, Soter, Hennessey y Alexander, 2009;Soter et al, 2008). La investigación realizada por McKeon, Beck y Blake (2009) mostró que la aproximación centrada en la discusión sobre el contenido del texto tiene un efecto mayor en la comprensión y en la participación verbal de los estudiantes que la aproximación basada en las estrategias lectoras.…”

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

“…One of the more viable turns taken in research on the learning and teaching of text comprehension in the last decade is the emphasis on dialogic approaches (Almasi et al, 2001;Soter et al, 2008;Wilkinson & Son, 2011). Although attention to the role of classroom dialogue goes all the way back to the 1860s (Nystrand, 2006), research on how structured discussions may 'scaffold' (Wood, Bruner, & Ross, 1976) higher-order thinking about texts has provided a number of new insights.…”

“…Drawing on the works of Vygotsky (1978) and Bakhtin (1981), Almasi, O'Flahavan, and Arya (2001), Nystrand, Gamoran, Kachur, and Prendergast (1997), Soter, Wilkinson, Murphy, Rudge, Reninger, and Edwards (2008), and others, all argue that open-ended, exploratory discussion may enable a public sharing of literary understanding and a co-construction of knowledge. Vygotsky's idea of the development of conceptual understanding through interaction with more capable peers, and Bakhtin's emphasis on the dialogic nature of understanding itself correspond well with the modelling of and interaction on text comprehension that are central to strategy instruction.…”

Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom

“…On the basis of such an approach, students must then be given the opportunity to engage with both teachers and other students on meaningful content, in order to learn and develop. Especially conversations about texts are seen as particularly beneficial to students' reading skills in that teachers and students can pool their different readings and let them go into dialogue against each other in the classroom (Murphy et al, 2009;Nystrand et al, 1997;Soter et al, 2008). In addition to being an arena for curriculum-driven education, the classroom is also a place where students build relationships and form their identities in interaction with each other and the teacher.…”

“…Empirical studies indicate in various ways that dialogue-based reading instruction, involving discussions about texts and other collectively-based teaching methods, is beneficial to students' reading ability in multiple ways (Applebee et al, 2003;Gamoran & Nystrand, 1991;Murphy et al, 2009;Nystrand et al, 1997;Soter et al, 2008). A majority of the studies on discussions about texts in classrooms are studies that focus on literature discussions.…”