Guided reading: two-way traffic?
Challen, Doreen (1970) Guided reading: two-way traffic? In, UKLA 43rd International Conference, Swansea, UK, 05 - 08 Jul 2007.
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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)|
|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
|Accepted Date and Publication Date:||
|Date Deposited:||22 Feb 2008|
|Last Modified:||31 Mar 2016 12:27|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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