Show simple item record

dc.contributor.advisorRobb, Susan
dc.contributor.authorMarino, Lilly M.
dc.date.accessioned2021-09-07T21:57:36Z
dc.date.available2021-09-07T21:57:36Z
dc.date.issued2014-12-05
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5721
dc.description.abstractThis 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.
dc.subjectTalk
dc.subjectPeer Reading
dc.subjectLiterature Circles
dc.subjectReading Motivation
dc.subjectCollaboration
dc.titleInvestigating Student Discourse and Literacy Development Surrounding Peer Reading
dc.typethesis
refterms.dateFOA2021-09-07T21:57:36Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/510/fulltext (1).pdf
Size:
276.4Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record