Date Approved
1-8-2018
Embargo Period
1-9-2018
Document Type
Thesis
Degree Name
MA Reading Education
Department
Language, Literacy, and Sociocultural Education
College
College of Education
Advisor
Abraham, Stephanie
Committee Member 1
Browne, Susan
Committee Member 2
Lee, Valarie
Keywords
third grade, fourth grade, peer learning, Common Core State Standards
Subject(s)
Reading comprehension; Reading (Primary)
Disciplines
Elementary Education | Language and Literacy Education
Abstract
The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications for teaching literacy in a 3rd and 4th grade classroom are discussed.
Recommended Citation
Gottesfeld, Vanessa, "Background knowledge conversations about informational text" (2018). Theses and Dissertations. 2493.
https://rdw.rowan.edu/etd/2493
