• Investigating Student Discourse and Literacy Development Surrounding Peer Reading

      Robb, Susan; Marino, Lilly M.; The College at Brockport (2014-12-05)
      This study investigates the types of talk students engage in during peer reading and its relation to literacy learning. Participants were observed when engaged in peer reading over a course of six weeks. The data for this study was collected through observations, video recordings, and interviews. After all the data was collected it was analyzed using the constant comparison method. Results from this study showed that students' talk during peer reading involved conversations that were meaningful. These conversations in addition to students scaffolding each other's learning helped students to make meaning of the text. Students also used play as a type of social interaction during peer reading. During peer reading students also took on different roles depending on the context they were in. Peer reading was found to have an impact on literacy learning through the use of social interactions. Peer reading was also highly motivating to students.
    • Talk within Literature Circles in an 8th Grade ELA Classroom

      Robb, Susan; Brown, Samantha S.; The College at Brockport (2014-05-01)
      This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which type of discussion they preferred (Literature Circles or Whole Group) and why they preferred one type of discussion to the other. Data were collected through the use of semi-structured interviews, audio recordings, and observations. These data were collected and analyzed using a constant comparison method. Results of the study showed that students preferred Literature Circles rather than whole group discussion and that student talk varies in a Literature Circle discussions ranging from content-based talk and off task discussions. The four focal group students demonstrated a need to feel comfortable in their learning environment and the need for time to share their thoughts and ideas about the Literature they were reading.
    • The Role of Talk in Literature Circles

      Robb, Susan; Zaborowski, Ashley R.; The College at Brockport (2014-11-21)
      This study explores the kinds of talk that take place during literature circles, and how those kinds of talk impact the students’ comprehension of a text. This study also investigates how the use of reading roles or jobs impact the way students converse during literature circle discussions. The participants in this study were 4th grade students who had a variety of reading levels. Data were collected through the use of audio recordings, observations, and student work (exit tickets). The data were collected and analyzed using a constant comparison method. The findings of this study show that the students took part in a variety of kinds of talk, such as: presentational talk, cumulative talk, exploratory talk, anecdotal talk, and performing voice. The students showed varying levels of comprehension that coincided with the kind of talk that was taking place. Students showed the most increased comprehension of the text when they took part in exploratory talk. Another finding of this study was that reading roles or jobs can help and/or hinder the quality of conversations depending on how the job was shared. When students partially shared their jobs, they were able to elicit conversation from their classmates, in comparison to when they shared their jobs in their entirety, and little to no conversation followed.