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- Title
DESIGNING CONVERSATION: BOOK DISCUSSIONS IN A PRIMARY INCLUSION CLASSROOM.
- Authors
Wiebe Berry, Ruth A.; Englert, Carol Sue
- Abstract
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.
- Subjects
TEACHERS; STUDENTS; CONVERSATION analysis; ORAL communication; SOCIOLOGY methodology
- Publication
Learning Disability Quarterly, 2005, Vol 28, Issue 1, p35
- ISSN
0731-9487
- Publication type
Article
- DOI
10.2307/4126972