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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
FullText Text:
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  Data: The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English
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  Data: <searchLink fieldCode="AR" term="%22Heron-Hruby%2C+Alison%22">Heron-Hruby, Alison</searchLink><br /><searchLink fieldCode="AR" term="%22Trent%2C+Brandie%22">Trent, Brandie</searchLink><br /><searchLink fieldCode="AR" term="%22Haas%2C+Samantha%22">Haas, Samantha</searchLink><br /><searchLink fieldCode="AR" term="%22Allen%2C+Zachary+Cole%22">Allen, Zachary Cole</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2018 34(5):379-395.
– Name: Avail
  Label: Availability
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Reading%22">Critical Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Reading%22">Remedial Reading</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
– Name: DOI
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  Data: 10.1080/10573569.2018.1457459
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  Label: ISSN
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  Data: 1057-3569
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2019
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  Data: EJ1209332
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        Value: 10.1080/10573569.2018.1457459
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      – Text: English
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        PageCount: 17
        StartPage: 379
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      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Group Discussion
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      – SubjectFull: Reading Instruction
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      – SubjectFull: High School Students
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      – SubjectFull: Reading Improvement
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      – SubjectFull: Critical Reading
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      – SubjectFull: Remedial Instruction
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      – SubjectFull: Kentucky
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      – TitleFull: The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English
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