Second-graders' social, intellectual, and affective development in varied group discussions about narrative texts: An exploration of participation structures

The 14-week study described in these pages explored the extent to which participation structure mediates participants' literacy development (i.e., social, intellectual and affective development) in the context of reading group discussions about literature. Six second-grade volunteer public school teachers whose reading group discussions exhibited a history of an initiate-reply-evaluate structure (I-R-E) and a select group of their students (n = 8; N = 48) were assigned to one of three participation structure conditions: a control condition (teacher-led, I-R-E interaction) and two experimental conditions (two variations of an approach designed to facilitate movement from teacher-led participation structures toward more open structures in which students become the sole managers of the group discourse). Data sources included transcribed videotaped records, fieldnotes, perceptions scales, marginal annotations (scribed by the students while reading), retellings, interviews, and two group process transfer measures (i.e., discussion problem-solving tasks).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• O'Flahavan, John Francis

Contributors dc:contributor

• Pearson, P. David

• Education, Language and Literature
• Education, Early Childhood
• Education, Elementary

Statement dc:rights

• Copyright 1989 O'Flahavan, John Francis

Language dc:language

eng

Identifier

AAI9010972
(UMI)AAI9010972

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19273