Classroom Discourse and Text Comprehension (completed)
This project focuses on the strategies students employ in peer meaning negotiation.
About the project
Fourth to fifth grade may be regarded as the time when reading to learn becomes the key issue, and when some readers start to display comprehension problems. The texts students are expected to read become more complex, because they present information that is relatively unfamiliar in ways that can reduce the likelihood of comprehension, and students are more expected to use and evaluate multiple texts. We focus on the strategies students employ in peer meaning negotiation, such as collective cognitive strategies (identifying and organizing themes, problem-solving, summarizing, concluding, applying.) and as social strategies (questions of authority and ownership to text negotiation and comprehension, how such issues are negotiated and sustained)