Guided reading: two-way traffic?


Challen, Doreen (2008) Guided reading: two-way traffic? In, UKLA 43rd International Conference, Swansea, UK, 05 - 08 Jul 2007.

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Description/Abstract

Small group learning contexts offer an ideal opportunity for the voices of learners and teachers to come together, and ‘guided reading’ presents a particular incarnation of groupwork which many teachers have built into their literacy teaching since the onset of the National Literacy Strategy in 1998. Although the term ‘guided’ implies a dominant role for the teacher, this can be realised in different ways.

This session will be based on research in progress into video-recorded interactions during guided reading lessons in a Year 4 class, and will include some description of the analytic framework proposed as well as exploration of the issues raised, including:
• the nature of interactions between teacher and learners;
• variations in control - the sequence of framings that can occur as a lesson unfolds;
• the ‘connection’ between teacher and individual learners.

Item Type: Conference or Workshop Item (Paper)
Related URLs:
Keywords: literacy, reading, classroom interaction, small group learning
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
ePrint ID: 50346
Date Deposited: 22 Feb 2008
Last Modified: 27 Mar 2014 18:33
URI: http://eprints.soton.ac.uk/id/eprint/50346

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