Peer-led Discussions: A Context for Students to Practice, Develop, and Refine Their Comprehension Abilities

Details: Hits: 3616

Peer-led Discussions: A Context for Students to Practice, Develop, and Refine Their Comprehension Abilities

Vanessa B. Morrison

Adrian College, Teacher Education, 110 S. Madison Street, Adrian, MI 49221, Tel: 517-264-3952, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The purpose of this study was to investigate how two small groups of fifth graders constructed meaning of narrative text during peer-led discussions. Data collection occurred across six months and included individual and small group student interviews, teacher interviews, audio tape recording, and verbatim transcriptions of the audio tapes, author’s field notes, and students’ artifacts. Transcriptions and observational field notes were examined and coded for instances of students’ meaning making talk. Findings indicated: (1) Fifth graders in this study initiated and maintained meaningful talk of narrative text in peer-led settings with minimum teacher intervention; (2) Students used numerous cognitive processes to generate higher levels of awareness to enhance understanding for all group members as they engaged in the collaborative discussions.

Keywords: comprehension, collaboration, peer-led discussions

Citation: Morrison, V. (2017) Peer-led Discussions: A Context for Students to Practice, Develop, and Refine Their Comprehension Abilities, Journal of Pedagogy and Educational Management 1, pp. 26-44