Dialogic Readers: Children Talking and Thinking Together by Fiona Maine

By Fiona Maine

Dialogic Readers: little ones conversing and pondering jointly approximately visible Texts celebrates the subtle and dynamic discussions that primary-aged young children could have as they speak jointly to make which means from a number of texts, and it highlights the possibility of speak among readers as a device for severe and inventive pondering. It proposes a brand new dialogic idea of examining comprehension which includes multi-modal media , and provides additional weight to the argument that speak as a device for studying may still shape a significant a part of fundamental school room studying and teaching.

The booklet explores:

  • The language of co-construction
  • Children's serious and artistic reaction to text
  • The dialogic transaction among textual content and readers
  • The use of language as a device for making a social team spirit among readers

This major paintings is geared toward academic teachers, researchers and scholars who are looking to discover an increased idea of studying comprehension within the 21st century realising how possibilities for kids considering creatively jointly may rework the potential of studying within the school room. It offers a framework for analysing co-constructive speak with feedback for selling children’s serious and inventive thinking.

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Additional resources for Dialogic Readers: Children Talking and Thinking Together about Visual Texts

Sample text

The confidence with which the children engage in the task is not related to their age; the two classes were equally keen to enjoy the experience, and this is evident through the video vignette data. The children in the vignettes were ‘typical’ of the children in their particular class, and chose to work together. They were neither the least nor most able children as defined by each class teacher, and as the particular case study children were being recorded, other equally interesting paired discussions were happening with the other children.

The meanings that children made were not stable, they were fluid and changing, built up from their existing knowledge, the information on the cards, and their own explicit and implicit summaries of their discussions’ (1993: 194). Wegerif (2008a, 2008b), Barnes and Todd (1995), Maybin (1994) and Lyle (1993), through different means, all point towards a space between intended and interpreted meaning that is fluid and provisional. Nystrand et al. (1997) suggested that the dialogism of discourse emerges from the tension between one response and the next, using the term ‘refract’ to describe this tension (1997: 8).

In a discussion with some Year 6 children about their thoughts on the activity, they admitted that had they not been taking part in the activity as a directed task they would have probably moved on to talk about something else much sooner, abandoning the discussion about the text. They appreciated that this was educational dialogue, and as such was based in the situation of the classroom. The co-constructive events Pairs of children were recorded as they discussed a variety of texts. These discussions were not teacher led, though the children were used to ‘making sense’ of pictures, animated films and picturebooks through discussion, and were guided by the understanding that they should talk about their ideas.

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