Using cooperative learning in reading to promote academic talk with students aged 12-16 years old

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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 languageEnglish
Title of host publicationPromoting academic talk in schools
Subtitle of host publicationGlobal practices and perspectives
EditorsRobyn Gillies
PublisherRoutledge
Chapter7
Pages98-111
Number of pages14
ISBN (Print)978-1-1-138-30548-9
Publication statusPublished - 01 Jan 2019

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    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.