Investigating Student Discourse and Literacy Development Surrounding Peer Reading

Abstract

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.