Emergent Readers’ Social Interaction Styles and Their Comprehension Processes During Buddy Reading
Abstract
To examine the relations between emergent readers’ social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers’ 40 buddy reading events. Results show that interaction styles were differentially related to comprehension processes: the collaborative style was related to...
Paper Details
Title
Emergent Readers’ Social Interaction Styles and Their Comprehension Processes During Buddy Reading
Published Date
Oct 24, 2014
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