Guided reading: two-way traffic?
Guided reading: two-way traffic?
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.
literacy, reading, classroom interaction, small group learning
Challen, Doreen
53a9e630-e881-4199-97a4-fa32066adf41
8 July 2007
Challen, Doreen
53a9e630-e881-4199-97a4-fa32066adf41
Challen, Doreen
(2007)
Guided reading: two-way traffic?
UKLA 43rd International Conference, Swansea, UK.
05 - 08 Jul 2007.
Record type:
Conference or Workshop Item
(Paper)
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.
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More information
Published date: 8 July 2007
Venue - Dates:
UKLA 43rd International Conference, Swansea, UK, 2007-07-05 - 2007-07-08
Keywords:
literacy, reading, classroom interaction, small group learning
Identifiers
Local EPrints ID: 50346
URI: http://eprints.soton.ac.uk/id/eprint/50346
PURE UUID: 1cd5d5fa-60cd-422e-a7cf-b9f7e8e50607
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Date deposited: 22 Feb 2008
Last modified: 07 Nov 2022 18:56
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