The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English
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| Title: | The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English |
|---|---|
| Language: | English |
| Authors: | Heron-Hruby, Alison, Trent, Brandie, Haas, Samantha, Allen, Zachary Cole |
| Source: | Reading & Writing Quarterly. 2018 34(5):379-395. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Small Group Instruction, Group Discussion, Reading Instruction, Reading Comprehension, Literature, High School Students, Direct Instruction, Reading Improvement, Critical Reading, Remedial Instruction, Remedial Reading |
| Geographic Terms: | Kentucky |
| DOI: | 10.1080/10573569.2018.1457459 |
| ISSN: | 1057-3569 |
| Abstract: | Discussion is a well-known tool for promoting reading comprehension in secondary-level English classes for students at all levels of reading skill, especially when the discussion promotes argumentation. However, researchers know little about how struggling readers use discussion, mainly because low-track English classes have tended to focus on direct instruction. In this study, we examine how high school students deemed in need of intense reading intervention responded to a discussion-focused literature unit. Our results indicate that discussion can facilitate multifaceted reading activity among students who struggle to meet school-based expectations for literacy success, providing them with opportunities to engage in reasoned argument. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1209332 |
| Database: | ERIC |
| Abstract: | Discussion is a well-known tool for promoting reading comprehension in secondary-level English classes for students at all levels of reading skill, especially when the discussion promotes argumentation. However, researchers know little about how struggling readers use discussion, mainly because low-track English classes have tended to focus on direct instruction. In this study, we examine how high school students deemed in need of intense reading intervention responded to a discussion-focused literature unit. Our results indicate that discussion can facilitate multifaceted reading activity among students who struggle to meet school-based expectations for literacy success, providing them with opportunities to engage in reasoned argument. |
|---|---|
| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2018.1457459 |
