'Okay, Miss, I Want to Talk It Out': Text-Centered Dialogue Supporting Adolescent Literacy

Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE

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19

Literacy; Discussion; Discussion Groups; Student Behavior; Grade 7; Reading Comprehension; Correlation; Electronic Learning; At Risk Students; Problem Solving; Knowledge Level; Intervention; Computer Mediated Communication; Early Adolescents; Urban Education; Reading Achievement; Skill Development

2374-7404

The question posed in this analysis is: What is the relationship between text-centered dialogue and reading comprehension? This article examines one student's behaviors while reading challenging texts. This qualitative case study explored the verbal behaviors of Robert (pseudonym), a seventh-grade student receiving reading intervention. As his text-centered dialogue increased, his comprehension increased as well. Over the course of 11 weeks, Robert (pseudonym) improved his success rate in an online reading intervention program from 3 successful attempts mid-year to 31 successful attempts by the end of May. Using a comprehension-as-sense-making theoretical frame, findings suggest that providing at-risk adolescents opportunities to engage in dialogic strategic behaviors could encourage successful problem solving when working with challenging texts, an asset-oriented approach to intervention.

As Provided

2024

EJ1413450