Pressley, Rankin, and Yokoi (2000) reported that 85% of first grade teachers nominated by supervisors as being effective in promoting literacy used literacy-learning centers. Using ethnographic methodologies, this naturalistic, qualitative study focused on the role of peer dialogue at literacy centers and how it supports the construction of literacy learning in a first-grade classroom. Classroom observations, including audio tapings, video recordings, artifact collections, and interviews with children allowed an in-depth investigation into how peer dialogue at literacy centers and an art center support children's literacy learning. In addition, the types of peer interactions in which children engage, and how children create and use psychological tools to promote literacy learning was explored. A total of 50 hours of peer dialogue was collected, transcribed and analyzed using the philosophy of coding analysis.
Using the social cultural constructivist theory posited by Vygotsky (1978), and research theories of Dyson (1993), the peer dialogue at the intersection of the unofficial social world of children and the official school world of children were analyzed to determine how peer dialogue supported literacy learning. Findings indicated that 47 of the 79 first-grade indicators from the Ohio Academic Content Standards for English Language Arts were utilized and strengthened through peer dialogue. However, analysis went deeper than looking at the "autonomous literacies" as described by Street (1985), and built on social-cultural theory and "ideological literacies" (Street, 1985) that are concerned with the functions of literacy and how it is used in a social system. The literacy centers provided a space for children to practice both "autonomous" literacy skills and "ideological literacies" (Street, 1995) while socially constructing a peer group (Corsaro, 1997; Fernie, Kantor, Klein, Myer & Elgas, 1988). As teachers create both a physical space and a social space for peer dialogue, children construct a peer culture that uses literacy in multiple ways. This research can add to classroom practice as teachers see the impact of peer dialogue at literacy centers in supporting both literacy skills and literate behaviors.