The effect of exploratory talk on the development of sentence structure in able writers.
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| Title: | The effect of exploratory talk on the development of sentence structure in able writers. |
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| Authors: | Robins, Gill1 gill.robins206@gmail.com |
| Source: | Literacy. Jul2011, Vol. 45 Issue 2, p78-83. 6p. 1 Chart. |
| Subject Terms: | *Gifted children, *Learning ability, *Conversation analysis, *Children, *Intelligence levels, Conversation ability testing |
| Abstract: | This one-term practitioner research study, conducted with 33 Year 5 children, considers the impact of teaching exploratory talk skills on the learning of the class, with particular consideration of the development of the ability of gifted and talented children to manipulate and control sentence structure to create effect. Beginning with metatalk activities, the class defined new talk rules, putting them into practice in an action-research project. The study then went on to consider the detailed application of these skills in a focus group of six gifted children. In order to meet with the requirements of a wider study, the impact of this focus group on the learning of the whole class was observed. While many children, both those in the focus group and the wider class, appeared to embrace exploratory talk as a route to independence of the class teacher, some children were more reluctant to engage. The article concludes with an evaluation of the impact of exploratory talk. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 63068833 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The effect of exploratory talk on the development of sentence structure in able writers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Robins%2C+Gill%22">Robins, Gill</searchLink><relatesTo>1</relatesTo><i> gill.robins206@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. Jul2011, Vol. 45 Issue 2, p78-83. 6p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Gifted+children%22">Gifted children</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+ability%22">Learning ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation+analysis%22">Conversation analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+levels%22">Intelligence levels</searchLink><br /><searchLink fieldCode="DE" term="%22Conversation+ability+testing%22">Conversation ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This one-term practitioner research study, conducted with 33 Year 5 children, considers the impact of teaching exploratory talk skills on the learning of the class, with particular consideration of the development of the ability of gifted and talented children to manipulate and control sentence structure to create effect. Beginning with metatalk activities, the class defined new talk rules, putting them into practice in an action-research project. The study then went on to consider the detailed application of these skills in a focus group of six gifted children. In order to meet with the requirements of a wider study, the impact of this focus group on the learning of the whole class was observed. While many children, both those in the focus group and the wider class, appeared to embrace exploratory talk as a route to independence of the class teacher, some children were more reluctant to engage. The article concludes with an evaluation of the impact of exploratory talk. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=63068833 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/j.1741-4369.2011.00572.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 78 Subjects: – SubjectFull: Gifted children Type: general – SubjectFull: Learning ability Type: general – SubjectFull: Conversation analysis Type: general – SubjectFull: Children Type: general – SubjectFull: Intelligence levels Type: general – SubjectFull: Conversation ability testing Type: general Titles: – TitleFull: The effect of exploratory talk on the development of sentence structure in able writers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Robins, Gill IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 17414350 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Literacy Type: main |
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