How primary school children address reading problems in dialogic reading

Maaike Pulles, Jan Berenst, Tom Koole, Kees de Glopper

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    In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.
    Original languageEnglish
    Pages (from-to)217-242
    Number of pages26
    JournalResearch on Children and Social Interaction
    Issue number2
    Publication statusPublished - 16-Feb-2021

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