Developing reading comprehension through collaborative learning

Journal of Research in Reading

Volumn 37, Issue 2, 2014, Pages 138-158

  Rojas Drummond, Sylvia ^a   Mazón, Nancy ^a   Littleton, Karen ^b   Vélez, Maricela ^c  

^a UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO   (Mexico)

^b OPEN UNIVERSITY   (United Kingdom)

^c Universidad Pedagogica Nacional   (Mexico)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84859028411     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2011.01526.x     Document Type: Article

References (62)

1. Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Malden, MA: Blackwell.
2. Alexander, R. (2004). Towards dialogic teaching. (1st edn). Leeds: Dialogos.
3. Alexander, R. (2008). Essays on pedagogy. London: Routledge.
4. Barnes, D. & Todd, F. (1995). Communication and learning revisited: Making meaning through talk. Portsmouth, NH: Boynton/Cook Publishers.
5. Bennett, N. & Cass, A. (1989). The effects of group composition on group interactive processes and pupil understanding. British Educational Research Journal, 15(1), 19-32. doi:10.1080/0141192890150102.
6. Brown, A. & Day, J. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22(1), 1-14. doi:10.1016/S0959-4752(03)00003-3.
7. Brown, A., Palincsar, A.S. & Ambruster, B. (1984). Inducing comprehension-fostering activities in interactive learning situations. In H. Mandl, N. Stein & T. Trabasso (Eds.), Learning and comprehension of texts. (pp. 255-287). Hillsdale, NJ: Lawrence Erlbaum.
8. Bruner, J. (1978). The role of dialogue in language acquisition. In R. Jarvella & W.J.M. Levelt (Eds.), The child's conception of language. (pp. 241-256). New York: Springer-Verlag.
9. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
10. Daniels, H. (2001). Vygotsky and pedagogy. London: Routledge Falmer.
11. Edwards, D. & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.
12. Flower, L. & Hayes, J. (1980). Identifying the organization of writing processes. In L. Gregg & E. Teinberg (Eds.), Processes in writing. (pp. 3-30). Hillsdale: Erlbaum.
13. Galton, M., Simon, B. & Croll, P. (1980). Inside the primary classroom (The ORACLE Report). London: Rout-ledge and Kegan Paul.
14. Instituto Nacional para la Evaluación de la Educación [INEE] (2006). El aprendizaje de la expresión escrita en la educación básica en México (Electronic version). Retrieved from http://www.inee.edu.mx/.
15. Instituto Nacional para la Evaluación de la Educación [INEE] (2007). El aprendizaje en tercero de primaria en México. Retrieved from http://www.inee.edu.mx/.
16. Kingston, A.J. (Ed.) (1997). Toward a psychology of reading and language. Athens: The University of Georgia Press.
17. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
18. Lewis, C. (2001). Literacy practices as social acts: Power, status, and cultural norms in the classroom. Hillsdale, NJ: Lawrence Erlbaum.
19. Littleton, K. & Häkkinen, P. (1999). Learning together: Understanding the processes of computer-based collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches. (pp. 1-20). Pergamon: Oxford.
20. Littleton, K. & Howe, C. (Eds.) (2010). Educational dialogues: Understanding and promoting productive interaction. London: Routledge.
21. Littleton, K. & Light, P. (Eds.) (1999). Learning with computers. London: Routledge.
22. Littleton, K., Miell, D. & Faulkner, D. (Eds.) (2004). Learning to collaborate, collaborating to learn. New York: Nova Press.
23. Mazón, N., Rojas-Drummond, S.M. & Vélez, M. (2005). Efectos de un programa de fortalecimiento de habili-dades de comprensión de textos en educandos de primaria. Revista Mexicana de Psicología, 22(1), 91-102.
24. Mercado, R., Rojas-Drummond, S.M., Weber, E., Mercer, N. & Huerta, A. (1998). La interacción maestro-alumno como vehículo del proceso de enseñanza-aprendizaje en la escuela primaria. Morphé, 8, 15-16.
25. Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Philadelphia, PA: Multilingual Matters.
26. Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
27. Mercer, N. (2009). Developing argumentation: Lessons learned in the primary school. In N. Muller Mirza & A. Perret-Clermont (Eds.), Argumentation and education: Theoretical foundations and practices. London: Springer.
28. Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: A socio-cultural approach. London: Routledge.
29. Mercer, N., Wegerif, R. & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95-113.
30. Meyer, B. (1984). Text dimensions and cognitive processing. In H. Mandl, N. Stein & T. Trabasso (Eds.), Learning and comprehension of texts. (pp. 255-287). Hillsdale, NJ: Erlbaum.
31. Organisation for Economic Cooperation and Development (OECD) (2001). Knowledge and skills for life: First results from PISA 2000. Retrieved from http://www.caliban.sourceoecd.org.
32. Organisation for Economic Cooperation and Development (OECD) (2004). Learning for tomorrow's world: First results from PISA 2003. Retrieved from http://www.pisa.oecd.org/document/55/02340.
33. Organisation for Economic Cooperation and Development (OECD) (2010). PISA 2009 results: What students know and can do - student performance in reading, mathematics and science (Vol. 1).
34. PISA (2003). Reading literacy. Retrieved from http://www.pisa.oecd.org.
35. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
36. Rogoff, B. (2003). The cultural nature of human development. London: Oxford University Press.
37. Rojas-Drummond, S.M. (2000). Guided participation, discourse and the construction of knowledge in Mexican classrooms. In H. Cowie & G. van der Aalsvoort (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge. (pp. 193-213). Exeter: Pergamon Press.
38. Rojas-Drummond, S.M., Albarrán, D. & Littleton, K. (2008). Collaboration, creativity and the co-construction of oral and written texts. In K. Littleton, S. Rojas-Drummond & D. Miell (Eds.), Collaborative creativity: A sociocultural perspective. Thinking skills and creativity, 3(3), 177-191. doi:10.1016/j.tsc.2008.09.008.
39. Rojas-Drummond, S.M., Gómez, L.M., Márquez, A.M., Olmos, A., Peon, M. & Vélez, M. (1999). Desarrollo de macroestructuras en niños de primaria. Estudios de Lingüística Aplicada, 17, 13-32.
40. Rojas-Drummond, S.M., Gómez, L. & Vélez, M. (2008). Dialogue for reasoning: Promoting exploratory talk and problem solving in the primary classroom. In B. van Oers, W. Wardekker, E. Elbers & R. van der Veer (Eds.), The transformation of learning: Advances in cultural-historical activity theory. (pp. 319-341). Cambridge: Cambridge University Press.
41. Rojas-Drummond, S.M., Hernández, G., Vélez, M. & Villagrán, G. (1998). Cooperative learning and the acquisition of procedural knowledge by primary school children. Learning and Instruction, 8, 37-61. doi:10.1016/S0959-4752(97)00001-7.
42. Rojas-Drummond, S., Littleton, K., Hernández, F. & Zúñiga, M. (2010). Dialogical interactions among peers in collaborative writing contexts. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction. Advances in learning and instruction. London: Erlbaum.
43. Rojas-Drummond, S.M., Mazón, N., Fernández, M. & Wegerif, R. (2006). Explicit reasoning, creativity and co-construction in primary school children's collaborative activities. Thinking Skills and Creativity, 1(2), 84-94. doi:10.1016/j.tsc.2006.06.001.
44. Rojas-Drummond, S.M. & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39, 99-111. doi:10.1016/j.tsc.2006.06.001.
45. Rojas-Drummond, S.M. & Peon, M. (2004). Exploratory talk, argumentation and reasoning in Mexican primary school children. Language and Education, 18(6), 539-557. doi:10.1016/j.tsc.2006.06.001.
46. Rojas-Drummond, S.M., Pérez, V., Vélez, M., Gómez, L. & Mendoza, A. (2003). Talking for reasoning among Mexican primary school children. Learning and Instruction, 13(6), 653-670. doi:10.1016/S0959-4752(03)00003-3.
47. Sherrard, C. (1989). Teaching students to summarize: Applying textlinguistics system. An International Journal of Educational Technology and Applied Linguistics, 17(1), 1-11. doi:10.1016/0346-251X(89)90055-9.
48. Street, B. (1993). Introduction: The new literacy studies. In B.V. Street (Ed.), Cross-cultural approaches to literacy. (pp. 1-21). Cambridge: Cambridge University Press.
49. Street, B. (2005). Recent applications of new literacy studies in educational contexts. Research in the Teaching of English, 39(4), 417-423.
50. Teasley, S. (1995). The role of talk in children's peer collaboration. Developmental Psychology, 31(2), 207-220. doi:10.1037/0012-1649.31.2.207.
51. Van Dijk, T.A. (1997). Discourse as structure and process. Discourse studies: A multidisciplinary introduction (Vol. I). London: Sage Publications.
52. Van Dijk, T.A. & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
53. Vieiro, P. & García-Madruga, J. (1989). An analysis of story comprehension through spoken and written summaries in school-age children. Reading and Writing, 9(1), 41-53. doi:10.1023/A:1007932429187.
54. Vygotsky, L.S. (1978). Mind in society. Cambridge: Harvard University Press.
55. Vygotsky, L.S. (1987). Thinking and speech (trans. S. Sochinenii). In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky: Problems of general psychology. (Vol. 1, pp. 39-285). New York: Plenum.
56. Wegerif, R., Mercer, N. & Dawes, L. (1999). From social interaction to individual reasoning: An empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction, 9, 493-516. doi:10.1016/S0959-4752(99)00013-4.
57. Wegerif, R., Rojas-Drummond, S. & Mercer, N. (1999). Language for the social construction of knowledge: Comparing classroom talk in Mexican pre-schools. Language and Education, 13, 133-151. doi:10.1080/09500789908666764.
58. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
59. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
60. Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
61. Wertsch, J.V. (1998). Mind as action. New York: Oxford University Press.
62. Williamsa, J., Taylor, M. & de Cani, J. (1984). Constructing macrostructure for expository text. Journal of Educational Psychology, 76(6), 1065-1075. doi:10.1037/0022-0663.76.6.1065.