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Applebee, Arthur N., et al. "Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English." American Educational Research Journal 40.3 (2003): 685-730. Print.
In this article, the authors focus on the importance of discussion-based approaches in teaching for in-depth understanding. This study points out important practices in classroom discussions, such as teachers using discussions to develop understanding rather than just testing what students know and a teacher’s use of discussion to examine multiple perspectives, that help students understand texts in a better way.
The study itself was fairly complex and used numerous mathematical equations to determine results. Although amounts of open discussion did not vary significantly from middle school to high school, amounts of discussion did vary between higher-level classes and regular level classes. The study suggests that it is important for teachers to ask more open-ended questions as opposed to trivia type questions that only have right or wrong answers and instead encourage multiple interpretations. Also, the subject of uptake was discussed in that it is important for teachers to use uptake to build upon student’s answers instead of simply moving from question to question.
Bangert-Drowns, Robert L., Marlene M. Hurley, and Barbara Wilkinson. "The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis." Review of Educational Research 74.1 (2004): 29-58. Print.
In this article, the authors analyze the effects of writing on a student’s ability to understand the reading material. Before the article’s study is explained, other research is referenced that goes back and forth as to the impact on learning that writing assignment have.
After conducting a study as to the effects of writing on student’s learning, the authors determined that there was a fairly consistent positive achievement effect attributed to writing assignments, although the outcomes were relatively small. The study also found that grade level, minutes per writing assignment and the presence of prompts also had an effect on positive achievements. The study concludes that although writing can be expected to enhance learning in academic settings, it is not a potent magic
Johnson, Nancy J., Cyndi Giorgis, Annamarie Bonomo, Abby Franklin, Janine King, and Pam Pottle. "Literature and Writing." Reading Teacher 53 (1999): 234-43. ERIC. Web. 26 Mar. 2010.
The article I read was “Literature and Writing” by Eileen Tway. It talks about the importance of having child to teacher and child to child interactions. When having a child to teacher interaction about writing, it is always important that the teacher has appropriate questions to ask the student. An example could be “What did you mean here” or “What happened after that?” (Tway, 2). These examples will help the student with organization and clarity of his or her writing. Also other questioning skills include: accepting feeling, praising or encouraging, and accepting or using ideas of students. Accepting feelings is very important because many children will put their “innermost thoughts and feelings” into their writings. The teacher must then be able to add comments that don’t just say “good”, but that really shows the student that the teacher cares. Praising or encouraging is a positive reinforcement to a students reading or writing skills. A teacher should be specific, so that the students get helpful feedback. The last one is accepting or using ideas of students, this is when students will have interactions with others. All of these “behaviors mentioned are more indirect”, which means that the students think that the teachers are more pleasant, friendly, and kind. Having child to child interactions is very important because they can learn a lot from each other.
Eileen Tway is building on from other critics on this subject by including them into her own paper. Every time she states something about discussions with a teacher or student she always has a quote that she adds to support her argument.
Nystrand, Martin. "Research on the Role of Classroom Discourse As It Affects Reading Comprehension." Research in the Teaching of English 40.4 (2006): 392-404. Print.
The article, “Research on the Role of Classroom Discourse As it Affects Reading Comprehension,” reviews several studies that show the positive effects of dialogical teaching. The review begins by noting that educational research has lacked in the past so that standard pedagogical practices that didn’t result in better reading comprehension. The studies reviewed in this article point out that preplanned lesson plans with thought-out questions and anticipated answers only serve as gauges the understanding of a few students. The studies, which span several perspectives including congnitive, sociocognitive, sociocultural, and dialogic, also provide approaches to discussion and small-group work that benefit reading comprehension.
Nystrand, Martin. "Taking Risks, Negotiating Relationships: One Teacher's Transition toward a Dialogic Classroom." Research in the Teaching of English 36 (2001): 249-79. Print.
In the article “Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom,” authors Julie Nelson Christopher and Martin Nystrand present a study of classroom discussion within a largely Hispanic Midwestern high school. The study is introduced with evidence on the lacking amount of discussion within American schools. Despite this, studies show that dialogically organized lesson plans have strong positive effects on learning. The case study looks at Kathy Smith, a teacher striving towards more effective teaching strategies. Although Kathy is interested in incorporating more dialogically centered teachings, she is inhibited by strict state mandated curriculum. The study showed by using authentic questions, follow-up questions, and stressing or displaying appreciation or validation for student responses all shaped her class into a more discussion oriented and therefore more thoughtful environment.
Nystrand, Martin. "Written Text as Social Interaction." Theory into Practice XXIII.3 (2001): 198-205. Print.
The purpose of this article is to demostrait the importance of writing based on it’s correlation with discussion. Nystrand explains that when readers understand a text, an exchange of meaning has taken place. Students can better articulate their ideas in discussion when they can articulate an idea through writing. Since writers cannot sit with their audience and explain things that may be unclear to the reader, they must strive to be complete in their work. Practicing this enables students to talk about literature in more complete ways as their initial thoughts on a piece evolve through their writing. These ideas are demonstrated though a case study presented within the article.
