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Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts

Reninger, Kristin Bourdage
http://rave.ohiolink.edu/etdc/view?acc_num=osu1180009715

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This dissertation examined the participation of eight lower-achieving readers in two intermediate-level elementary classrooms (one fourth- and one fifth-grade) during group discussions about literary texts. A multiple case study design was used in this investigation. Data were collected between October 2005 and May 2006. Data sources included: field notes collected from participant observation, transcripts and indices of student and teacher interviews, transcripts and indices of audiotaped and videotaped discussions and reading lessons, and students’ writing assignments and other artifacts. The findings revealed focal students used the discourse of discussion as a tool to comprehend text in two ways. The students used the discourse about texts as intellectual scaffolds for their own thinking and transformation in understanding of the texts. In addition, the discussions created authentic opportunities for students to explore reading comprehension strategies (e.g., meanings of new words, visualizing the story). Regarding high-level thinking during discussions, the lower-achieving readers’ discourse suggested that they thought in high-level ways about texts during discussions, and that they thought in high-level ways to the same extent or nearly the same extent as their peers did in the same discussions about texts. The one major difference in their talk about texts related to the instances of elaborated explanations. From a theoretical perspective, this investigation extends our understanding of lower-achieving readers’ use of discursive practices that influence thinking and reasoning about text. From a pedagogical perspective, teachers might need to understand the discourse features that indicate high-level thinking to model and discuss the features in their work with lower-achieving readers during discussions about literary texts.
Ian Wilkinson (Advisor)
lower-achieving readers; group discussions; reading comprehension

Recommended Citations

Citations

  • Reninger, K. B. (2007). Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180009715

    APA Style (7th edition)

  • Reninger, Kristin. Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1180009715.

    MLA Style (8th edition)

  • Reninger, Kristin. "Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180009715

    Chicago Manual of Style (17th edition)

osu1180009715
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.