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 |
| Item ID: | 50346 |
| Date Deposited: | 22 Feb 2008 |
| Last Modified: | 02 Mar 2012 13:09 |
| Contributors: | Challen, Doreen (Author) |
| Date: | 22 February 2008 |
| Status: | Unpublished |
| URI: | http://eprints.soton.ac.uk/id/eprint/50346 |
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