This study examined the nature of student talk and the teacher's role during book discussions. The participants were 17 first- and second-graders with and without disabilities in an inner-city inclusion classroom. Applied conversation analysis techniques were employed to analyze two videotaped book discussions. Results indicated that student-selected topics and contingent talk were necessary for fluent conversational discourse. Additionally, the teacher's role was crucial in apprenticing students to deal with a novel participant structure and its attendant complex linguistic and cognitive requirements. Results also demonstrated the competence with which students with disabilities assumed influential and decisive roles in the discussions. Implications for students with disabilities are discussed in terms of opportunities for self-expression and involvement in constructing and negotiating the activity.
Get full access to this article
View all access options for this article.
References
1.
AlmasiJ.F.O'FlahavanJ.F.AryaP. (2001). A comparative analysis of student and teacher development in more and less proficient discussions of literature. Reading Research Quarterly, 36, 96–120.
2.
AlvesA.J.GottliebJ. (1986). Teacher interactions with main-streamed handicapped students and their nonhandicapped peers. Learning Disability Quarterly, 9, 77–83.
3.
ApplebeeA.N. (1996). Curriculum as conversation. Chicago: University of Chicago Press.
4.
AschF. (1984). Moongame. New York: Aladdin.
5.
BakerS.GerstenR.GrahamS. (2003). Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109–123.
6.
BakerS.K.GerstenR.ScanlonD. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17, 65–77.
7.
BarnesD. (1993). Supporting exploratory talk for learning. In PierceK.M.GillesC.J. (Eds.), Cycles of meaning: Exploring the potential of talk in learning communities (pp. 17–36). Portsmouth, NH: Heinemann.)
8.
BiemillerA.MeichenbaumD. (1998). The consequences of negative scaffolding for students who learn slowly - A commentary on C. Addison Stone's “The metaphor of scaffolding: Its utility for the field of learning disabilities.”Journal of Learning Disabilities31, 365–369.
9.
BloomL. (1998). Language acquisition in its developmental context. In DamonW.KuhnD.SieglerR.S. (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 309–370). New York: Wiley.)
10.
BrintonB.FujikiM. (1989). Conversational management with language-impaired children: Pragmatic assessment and intervention. Rockville, MD: Aspen.
11.
BrintonB.FujikiM.PowellJ.M. (1997). The ability of children with language impairment to manipulate topic in a structured task. Language, Speech & Hearing Services in the Schools, 28, 3–11.
BryanT.PflaumS. (1978). Social interactions of learning disabled children: A linguistic, social and cognitive analysis. Learning Disability Quarterly, 1, 70–79.
14.
BurbulesN. (1993). Dialogue in teaching: Theory and practice. New York: College Press.
15.
ButlerD.L. (1998). In search of the architect of learning: A commentary on scaffolding as a metaphor for instructional interactions. Journal of Learning Disabilities, 31, 374–385.
16.
CookB.G. (2002). Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education, 25, 262–277.
17.
DanielsH. (2001). Vygotsky and pedagogy. New York: Routledge.
18.
DeshlerD.D.SchumakerJ.B.LenzB.K.EllisE. (1984a). Academic and cognitive interventions for LD adolescents: Part I. Journal of Learning Disabilities, 17, 108–117.
19.
DeshlerD.D.SchumakerJ.B.LenzB.K.EllisE. (1984b). Academic and cognitive interventions for LD adolescents: Part II. Journal of Learning Disabilities, 17, 170–179.
20.
DuranR.P.SzymanskiM.H. (1995). Cooperative learning interaction and construction of activity. Discourse Processes, 19, 149–64.
21.
EchevarriaJ.McDonoughR. (1995). An alternative reading approach: Instructional conversations in a bilingual special education setting. Learning Disabilities Research & Practice, 10, 108–119.
22.
EdwardsD.MercerN. (1987). Common knowledge. New York: Methuen.
23.
EnglertC.S. (1998, October). The literacy environments for accelerated progress project. Paper presented at the meeting of the 20th International Conference on Learning Disabilities, Albuquerque, NM.
24.
EnglertC.S.DunsmoreK. (2002). A diversity of teaching and learning paths: Teaching writing in situated activity. In BrophyJ. (Ed.), Advances in research on teaching: Vol. 9. Social constructivist teaching: Affordances and constraints (pp. 81–130). Boston: JAI Press.)
25.
EnglertC.S.MariageT.V. (1996). A sociocultural perspective: Teaching ways-of-thinking and ways-of-talking in a literacy community. Learning Disabilities Research & Practice, 11, 157–167.
26.
EnglertC.S.TarrantK.L.MariageT.V.OxerT. (1994). Lesson talk as the work of reading groups: The effectiveness of two interventions. Journal of Learning Disabilities, 27, 165–185.
27.
FormanE.A.McCormickD.E. (1995). Discourse analysis: A sociocultural perspective. Remedial and Special Education, 16, 150–158.
28.
GardnerH. (1985). The mind's new science: A history of the cognitive revolution. New York: Basic Books.
29.
GeeJ.P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
30.
GergenK.J. (1995). Social construction and the educational process. In SteffeL.P.GaleJ. (Eds.), Constructivism in education (pp. 17–40). Hillsdale, NJ: Erlbaum.)
31.
GoatleyV.J. (1997). Talk about text among special education students. In McMahonS.I.RaphaelT.E. (Eds.), The book club connection: Literacy learning and classroom talk (pp. 119–137). New York: Teachers College Press.)
32.
GoatleyV.J.BrockC.RaphaelT.E. (1995). Diverse learners participating in regular education “book clubs.”Reading Research Quarterly, 30, 352–380.
33.
GoldenbergC. (1993). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316–326.
34.
GutierrezK.D.StoneL.D. (1997). A cultural-historical view of learning and learning disabilities: Participating in a community of learners. Learning Disabilities Research & Practice, 12, 123–131.
35.
HarrisK.R.GrahamS.MasonL.H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1–16.
36.
HeritageJ. (1997). Conversation analysis and institutional talk: Analysing data. In SilvermanD. (Ed.), Qualitative research: Theory, method and practice (pp. 160–182). London: Sage.)
37.
IdolL.CrollV.J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 18, 14–29.
38.
John-SteinerV.P.MeehanT.M. (2000). Creativity and collaboration in knowledge construction. In LeeC.D.SmagorinskyP. (Eds.), Vygotskian perspectives on literacy research (pp. 31–48). New York: Cambridge University Press.)
39.
KuderS.J. (2003). Teaching students with language and communication disabilities. Boston: Allyn & Bacon.
40.
LaveJ. (1996). Teaching, as learning, in practice. Mind, Culture and Activity: An International Journal, 3, 149–164.
41.
LaveJ.WengerE. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
42.
LemkeJ.L. (1987, April). Talking science: Content, conflict and semantics. Paper presented at the meeting of the American Educational Research Association, Washington, DC.
43.
LukeA.FreebodyP. (1997). Shaping the social practices of reading. In MusprattS.LukeA.FreedbodyP. (Eds.), Constructing critical literacies: Teaching and learning textual practice (pp. 185–225). Cresskill, NJ: Hampton Press.)
44.
MarzanoR.KendallJ. (1995). The McREL database: A tool for constructing local standards. Educational Leadership, 52, 42–47.
45.
MathinosD.A. (1991). Conversational engagement of children with learning disabilities. Journal of Learning Disabilities, 24, 439–446.
46.
McIntoshR.VaughnS.SchummJ.S.HaagerD.LeeO. (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60, 249–261.
47.
McMahonS.I.RaphaelT.E. (Eds.). (1997a). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.)
48.
McMahonS.I.RaphaelT.E. (1997b). The book club program: Theoretical and research foundations. In McMahonS.I.RaphaelT.E. (Eds.), The book club connection: Literacy learning and classroom talk (pp. 3–25). New York: Teachers College Press.)
49.
MehanH. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
50.
MercerN. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6, 359–377.
51.
MoroccoC.CobbC.HindinA. (2002). The role of conversation in a thematic understanding of literature. Learning Disabilities Research & Practice, 17, 144–159.
52.
MoroccoC.C.HindinA.Mata-AguilarC.Clark-ChiarelliN. (2001). Building a deep understanding of literature with middle-grade students with learning disabilities. Learning Disability Quarterly, 24, 47–58.
53.
O'ConnorM.C.MichaelsS. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 381–335.
54.
O'ConnorM.C.MichaelsS. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In HicksD. (Ed.), Discourse, learning, and schooling (pp. 63–103). New York: Cambridge University Press.)
55.
O'FlahavanJ.F.SteinC.WiencekJ.MarksT. (1992, December). Interpretive development in peer discussion about literature: An exploration of the teacher's role. Paper presented at the meeting of the National Reading Conference, San Antonio, TX.
56.
PalincsarA.S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21, 73–98.
57.
PalincsarA.S.BrownA.L. (1989). Classroom dialogues to promote self-regulated comprehension. In BrophyJ.E. (Ed.), Advances in research on teaching (Vol. 1, pp. 35–71). Greenwich, CT: JAI.)
58.
PalincsarA.S.BrownA.L.CampioneJ. C. (1993). First-grade dialogues for knowledge acquisition and use. In FormanE.A.MinickN.StoneC.A. (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 43–57). New York: Oxford University Press.)
59.
PontecorvoC.SterponiL. (2002). Learning to argue and reason through discourse in educational settings. In WellsG.ClaxtonG. (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 127–140). Malden, MA: Blackwell.)
60.
RaphaelT.E. (1994). Book club: An alternative framework for reading instruction. Reading Teacher, 48, 102–116.
61.
RaphaelT.E.GoatleyV.J. (1997). Classrooms as communities: Features of community share. In McMahonS.I.RaphaelT.E.GoatleyV.J.PardoL.S. (Eds.), The book club connection: Literacy learning and classroom talk (pp. 26–46). New York: Teachers College Press.)
62.
RaphaelT.PardoL.HighfieldK.McMahonS. (1997). Book club: A literature-based curriculum. Littleton, MA: Small Planet Communications.
63.
ReidD.K. (1998). Scaffolding: A broader view. Journal of Learning Disabilities, 31, 386–397.
64.
ReidD.K.RobinsonS.J.BunsenT.D. (1995). Empiricism and beyond: Expanding the boundaries of special education. Remedial and Special Education, 16, 131–141.
65.
RogoffB. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In WozniakR.H.FischerK.W. (Eds.), Development in context: Acting and thinking in specific environments (pp. 121–153). Hillsdale, NJ: Erlbaum.)
66.
RothW. (1993). Construction sites: Science labs and classrooms. In TobinK. (Ed.), The practice of constructivism in science education (pp. 145–170). Hillsdale, NJ: Erlbaum.)
67.
RothW. (2002, April). Constructing dis/ability in science. Paper presented at the meeting of the National Association for Research in Science Teaching, New Orleans, LA.
68.
RothF.P.SpekmanN.J.FyeE.C. (1995). Reference cohesion in the oral narratives of students with learning disabilities and normally achieving students. Learning Disability Quarterly, 18, 25–40.
69.
SacksH. (1992). Lectures on conversation (ed. JeffersonG.). Cambridge, MA: Blackwell.)
70.
SchegloffE.A. (1989). Reflections on language, development, and the interactional character of talk-in-interaction. In BornsteinM.H.BrunerJ.S. (Eds.), Interaction in human development (pp. 139–153). New York: Lawrence Erlbaum.)
71.
ShorI. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.
72.
ShotterJ. (1995). In conversation: Joint action, shared intentionality, and the ethics of conversation. Theory and Psychology, 5, 49–73.
73.
SilvermanD. (2001). Interpreting qualitative data: Methods for analyzing talk, text and interaction (2nd ed.). London: Sage.
74.
SimmsR.B.CrumpW.D. (1983). Syntactic development in the oral language of learning disabled and normal students at the intermediate and secondary level. Learning Disability Quarterly, 6, 155–165.
75.
SlossonR.L. (1963). Slosson Oral Reading Test (SORT). East Aurora, NY: Slosson Educational Publications.
76.
SpekmanN. (1981). Dyadic verbal communication abilities of learning disabled and normally achieving fourth- and fifth-grade boys. Learning Disability Quarterly, 4, 139–51.
77.
StoneC.A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344–364.
78.
StoneC.A. (2002). Promises and pitfalls of scaffolded instruction for students with language learning disabilities. In ButlerK.G.SillimanE.R. (Eds.), Speaking, reading and writing in children with language learning disabilities: New paradigms in research and practice (pp. 175–198). Mahwah, NJ: Lawrence Erlbaum.)
ten HaveP. (1998). Doing conversation analysis: A practical guide. London: Sage.
81.
van AllsburgC. (1988). Two bad ants. Boston: Houghton Mifflin.
82.
VaughnS.GerstenR.ChardD.J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99–114.
83.
VogelS. (1974). Syntactic abilities in normal and dyslexic children. Journal of Learning Disabilities, 7, 35–43.
84.
WansartW.L. (1995). Teaching as a way of knowing: Observing and responding to students' abilities. Remedial and Special Education, 16, 166–177.
85.
WellsG. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. New York: Cambridge University Press.
86.
WellsG.Chang-WellsG.L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
87.
WellsG.WellsJ. (1984). Learning to talk and talking to learn. Theory Into Practice, 23, 190–197.
88.
WertschJ.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
89.
WertschJ.V.TomaC. (1995). Discourse and learning in the classroom: A sociocultural approach. In SteffeL.P.GaleJ. (Eds.), Constructivism in education (pp. 159–174). Hillsdale, NJ: Erlbaum.)
90.
WiencekJ.O'FlahavanJ. (1994). From teacher-led to peer discussions about literature: Suggestions for making the shift. Language Arts, 71, 488–497.
91.
WiigE.SemelE. (1975). Productive language abilities in learning disabled adolescents. Journal of Learning Disabilities, 8, 578–586.
92.
WiigE.SemelE. (1984). Language assessment and intervention for the learning disabled (2nd ed.). Columbus, OH: Merrill.
93.
WongB.Y.L. (1980). Activating the inactive learner: Use of question/prompts to enhance comprehension and retention of implied information in disabled children. Learning Disability Quarterly, 3, 29–37.
94.
WongB.Y.L.WilsonM. (1984). Investigating awareness of and teaching passage organization in learning disabled children. Journal of Learning Disabilities, 17, 447–482.
95.
WongB.Y.L.WongR.BlenkinsopJ. (1989). Cognitive and metacognitive aspects of learning disabled adolescents' composing problems. Learning Disability Quarterly, 12, 300–322.
