Abstract
Opportunities to discuss literature with peers are critical to students' development of literary understanding. Despite the importance of these discourse experiences, many middle‐school students are not afforded these opportunities or the necessary teacher support in their English language arts classrooms. Based on a sociocultural perspective, we set out to examine the ways that middle‐grades students, particularly those with disabilities, contribute to peer‐led discussions and how their participation enables them to build toward textual understanding, social understanding, and understanding of literary discourse. We conducted an in‐depth analysis of a verbatim transcription of a video‐taped literacy lesson in an urban classroom. Drawing on that analysis, we describe the ways students participated in the literary discourse and the teacher practices that supported students' participation in this discourse. This analysis provides evidence that students with disabilities can acquire the discourse practices needed for interpreting challenging literature with their regular education peers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
