A primary-grade teacher's guidance toward small-group dialogue

Reading Research Quarterly

Volumn 41, Issue 1, 2006, Pages 36-66

  Mcintyre, Ellen ^a   Kyle, Diane W ^a   Moore, Gayle H ^b  

^a UNIVERSITY OF LOUISVILLE   (United States)

^b University of Louisville ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 31944446883     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.41.1.2     Document Type: Conference Paper

References (57)

1. ADLER, M.J. (1982). The Paideia program. New York: Macmillan.
2. ALMASI, J. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.
3. ALMASI, J.F., MCKEOWN, M.G., & BECK, I.L. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28, 107-146.
4. ALMASI, J.F., PALMER, B.M., GARAS, K., CHO, W.H., SHANAHAN, L., & AUGUSTINO, A. (2004). A longitudinal investigation of the influence of peer discussion of text on reading development in grades K-3. Final report submitted to the Institute of Education Sciences. Washington, DC: U.S. Department of Education.
5. BAKHTIN, M.M. (1981). The dialogic imagination: Four essays (M. Holquist, Ed.). Austin: University of Texas Press.
6. BAKHTIN, M.M. (1986). Speech genres and other late essays (C. Emerson & M. Holquist, Eds.). Austin: University of Texas Press.
7. BARNES, D. (1992). From communication to curriculum. New York: Boyton/Cook Books.
8. BATES, E. (1979). The emergence of symbols. New York: Academic Press.
9. BILLINGS, L., & FITZGERALD, J. (2002). Dialogic discussion and the Paideia seminar. American Educational Research Journal, 39, 907-941.
10. BROPHY, J. (1981). On praising effectively. Elementary School Journal, 81, 269-278.
11. CAZDEN, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
12. CHEYNE, J.A, & TARULLI, D. (1999). Dialogue, difference, and the "third voice" in the zone of proximal development. Theory and Psychology, 9, 5-28.
13. CHRISTOPH, J.N., & NYSTRAND, M. (2001). Taking risks, negotiating relationships: One teacher's transition toward a dialogic classroom. Research in the Teaching of English, 36, 249-286.
14. DALTON, S. (1997). Five standards for effective pedagogy. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
15. DELPIT, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
16. ECHEVARRIA, J., VOGT, M.E., & SHORT, D. (2004). Making content comprehensible for English language learners: The SIOP model (2nd ed.). Boston: Pearson.
17. EEDS, M., & WELLS, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.
18. EVANS, K.S. (2002). Fifth-grade students' perceptions on how they experience literature discussion groups. Reading Research Quarterly, 37, 46-69.
19. FAIRBANKS, C.M. (1998). Nourishing conversations: Urban adolescents, literacy, and democratic society. Journal of Literacy Research, 30, 187-203.
20. FINN, P. (1995). Literacy with an attitude: Educating working-class children in their own self-interest. New York: State University of New York Press.
21. GALLAS, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. New York: Teachers College Press.
22. GAMBRELL, L.B., & ALMASI, J.F. (1996). Lively discussions! Fostering engaged reading. Newark, DE: International Reading Association.
23. GOLDENBERG, C. (1993). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
24. HEATH, S.B. (1983). Ways with words: Language, life, and work, and in communities and classrooms. Cambridge, England: Cambridge University Press.
25. HOLQUIST, M. (1990). Dialogism: Bakhtin and his world (2nd ed.). London: Routledge.
26. JENNINGS, L.B., O'KEEFE, T., & SHAMLIN, M. (1999). Creating spaces for classroom dialogue: Co-constructing democratic classroom practices in first and second grade. Journal of Classroom Interaction, 34, 1-14.
27. KYLE, D.W., MCINTYRE, E., MILLER, K., & MOORE, G. (2002). Reaching out: A K-8 resource for connecting with families. Thousand Oaks, CA: Corwin Press.
28. KYLE, D.W., MCINTYRE, E., MILLER, K., & MOORE, G. (2005). Family connections: A basis for teacher reflection and instructional improvement. The School Community Journal, 15(1), 29-50.
29. KYLE, D.W., MOORE, G., & MCINTYRE, E. (2001, October). Math family night: Connecting mathematics instruction with the families of young children. Teaching Children Mathematics, pp. 80-86.
30. LENSMIRE, T. (1995). When children write. Portsmouth, NH: Heinemann.
31. LEWIS, C. (1997). The social drama of literature discussions in a fifth/sixth grade classrooms. Research in the Teaching of English, 31, 205-239.
32. MALOCH, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37, 94-112.
33. MANY, J.E. (2002). An exhibition and analysis of verbal tapestries: Understanding how scaffolding is woven into the fabric of instructional conversations. Reading Research Quarterly, 37, 376-407.
34. MCINTYRE, E., KYLE, D., MOORE, G., SWEAZY, R.A., & GREER, S. (2001). Linking home and school through family visits. Language Arts, 78(2), 264-272.
35. MCINTYRE, E., KYLE, D.W., & RIGHTMYER, E.G. (2005). Los fondos de conocimiento de las familias como mediacion de las ensenaza en los colegios rurales [Families' funds of knowledge to mediate teaching in rural schools.] Cultura y Educacion, 17, 175-195.
36. MCINTYRE, E., ROSEBERY, A., & GONZÁLEZ, N. (2001). Classroom diversity: Connecting curricula to students' lives. Portsmouth, NH: Heinemann.
37. MCINTYRE, E., SUTHERLAND, M., GHIAIC, S., & KYLE, D. (2003). Asserting identities in multicultural contexts. In C.M. Fairbanks, J. Worthy, B. Maloch, J.V. Huffman, & D.L. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 285-294). Chicago: National Reading Conference.
38. MILES, M.B., & HUBERMAN, A.M. (1997). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
39. MOLL, L.C., & GONZÁLEZ, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. Banks & C.A. Banks (Eds.), Handbook of research on multicultural education (pp. 699-714). New York: Jossey-Bass.
40. PALINCSAR, A.S. (1986). The role of dialogue in providing scaf-folded instruction. Educational Psychologist, 21, 73-98.
41. ROGOFF, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
42. ROSENBLATT, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
43. ROSENBLATT, L.M. (1985). Viewpoints: Transaction versus interaction - A terminological rescue operation. Research in the Teaching of English, 19, 96-107.
44. ROSENBLATT, L.M. (1988). Writing and reading: The transactional theory (Tech. Rep. No. 13). Berkeley: University of California, Berkeley and Pittsburgh, PA: Carnegie Mellon University, Center for the Study of Writing.
45. RUBIN, H.J., & RUBIN, I.S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
46. RUEDA, R., & MCINTYRE, E. (2002). Toward universal literacy. In S. Stringfield, & D. Land (Eds.), Educating at-risk students (pp. 189-209). Chicago: University of Chicago Press.
47. SILVERMAN, D. (1993). Interpreting qualitative data: Methods for analyzing talk, text, and interaction. London, England: Sage.
48. SMAGORINSKY, P. (2001). If meaning is constructed, what is it made of? Toward a cultural theory of reading. Review of Educational Research, 71, 133-169.
49. SMAGORINSKY, P., & LEE, C. D. (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.
50. STRAUSS, A., & CORBIN, J. (1994). Grounded theory methodology: An overview. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: Sage.
51. THARP, R.G., & GALLIMORE, R. (1993). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
52. VYGOTSKY, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & A. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press. (Original work published 1934)
53. VYGOTSKY, L. (1986). Thought and language (A. Kozalin, Trans.). Cambridge, MA: The MIT Press. (Original work published 1934)
54. WELLS, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, England: Cambridge University Press.
55. WELLS, G., & WELLS, J. (1989). Learning to talk and talking to learn. Theory Into Practice, 23, 190-196.
56. WERTSCH, J.V. (1998). Mind as action. New York, NY: Oxford University Press.
57. WOOD, P., BRUNER, J., & ROSS, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.