The purpose of this article is to describe an action research study on the discourse patterns that seemed to best promote "developed" discussions of literature with fifth-grade struggling readers in an urban school. Developed discussions are those in which a substantial topic is maintained and the teacher-student talk included interpretations of the text and responses supported by textual, personal, and/or prior knowledge. Findings illustrated that developed discussions occurred in relation to the teacher's specific prompts and responses, the literature selected, and her focus on individual students.
Celani, K., McIntyre, E., & Rightmyer, E. C. (2006). Knowing the Text, Knowing the Learner: Literature Discussions with Fifth Grade Struggling Readers. Reading Horizons: A Journal of Literacy and Language Arts, 47 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol47/iss2/2