Young Children's Opportunities to Use and Learn Theme-Related Vocabulary Through Buddy “Reading”

Emergent Readers’ Social Interaction Styles and Their Comprehension Processes During Buddy Reading

“…We have previously analyzed other aspects of these buddy reading events, such as how social interaction styles are related to children's vocabulary use (Christ & Wang, 2012) and how one reader's engagement with emergent literacy behaviors is related to his buddy's engagement in these behaviors (Christ et al, 2013). Building on our previous work, the present study explores how children's social interaction styles are related to their comprehension processes.…”

“…Four reading styles have been adopted by emergent readers during buddy reading: (1) parallel (child processes meaning on his own page, but does not respond to his buddy's processing of meaning), (2) collaborative (child tries to jointly process meaning with his buddy), (3) tutor (child directs his buddy about how to process meaning), and (4) tutee (child follows directions from his buddy about how to read) (Christ & Wang, 2012;MacGillivray & Hawes, 1994). It is important to note that styles used during buddy reading are fluid and dynamic; they change in the course of children's interactions with a given text, and can shift from one conversation turn to the next (Christ & Wang, 2012;MacGillivray & Hawes, 1994). These shifts occur as children negotiate power based on their reading expertise (Christ & Wang, 2012;Rubinstein-Avila, 2003).…”

“…It is important to note that styles used during buddy reading are fluid and dynamic; they change in the course of children's interactions with a given text, and can shift from one conversation turn to the next (Christ & Wang, 2012;MacGillivray & Hawes, 1994). These shifts occur as children negotiate power based on their reading expertise (Christ & Wang, 2012;Rubinstein-Avila, 2003). These styles were differentially related to literacy engagement during emergent readers' buddy reading.…”

“…These styles were differentially related to literacy engagement during emergent readers' buddy reading. For example, when an emergent reader adopted a tutor style, she provided modeling and scaffolding for her buddy's use of the vocabulary words that were taught in the curriculum; whereas, when an emergent reader adopted a collaborative style she discussed and clarified concept knowledge to support her buddy's understanding of vocabulary meaning (Christ & Wang, 2012). Since interaction styles can be differentially related to engagement with literacy processes, considering their relation to comprehension processes is essential.…”

“…The codes were derived from across our previous work (Christ & Wang, 2012;Christ et al, 2013). While not the focus Downloaded by [New York University] at 12:44 24 July 2015 FIGURE 1 Books used for buddy reading.…”