Abstract
The chapter focusses on structuring reading in post-primary/secondary/high school classrooms to promote academic talk. The chapter describes a form of cooperative learning, ‘peer tutoring’ in which an older student works with a younger student to help reading development. The older students monitors reading, correcting errors, praising the younger student and asking questions to promote talk and understanding pf the text. The processes of organising learning of this nature in the classroom is described Research findings are drawn from a number of studies to show the benefits to talk and reading of learning in this manner.
| Original language | English |
|---|---|
| Title of host publication | Promoting academic talk in schools |
| Subtitle of host publication | Global practices and perspectives |
| Editors | Robyn Gillies |
| Publisher | Routledge |
| Chapter | 7 |
| Pages | 98-111 |
| Number of pages | 14 |
| ISBN (Print) | 978-1-1-138-30548-9 |
| Publication status | Published - 01 Jan 2019 |
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Cite this
Thurston, A., & Cockerill, M. (2019). Using cooperative learning in reading to promote academic talk with students aged 12-16 years old. In R. Gillies (Ed.), Promoting academic talk in schools: Global practices and perspectives (pp. 98-111). Routledge.