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Guided reading: two-way traffic?

Challen, Doreen (1970) Guided reading: two-way traffic? At UKLA 43rd International Conference. 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.

Full text not available from this repository.

More information

Published date: 1 January 1970
Venue - Dates: UKLA 43rd International Conference, 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

Catalogue record

Date deposited: 22 Feb 2008
Last modified: 17 Jul 2017 14:53

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