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O que (não) está escrito? Oralidade poética e leitura nos processos de alfabetização e letramento; What is (not) written? Orality and reading in literacy and lettering.

Otero, Louise Arosa Prol
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 25/11/2011 PT
Relevância na Pesquisa
36.15%
O presente trabalho tem o objetivo de discutir os processos de alfabetização e letramento, sustentando a hipótese de que as tradições populares da oralidade participam ativamente da aquisição da leitura e escrita alfabéticas. Investiga-se a oralidade, a história da escrita e da leitura, para discutir criticamente os modelos de letramento e propor que a oralidade poética seja considerada como um processo de escrita, que transcende a modalidade vocal, para incluir toda voz que não se designa sob o signo de uma economia escriturística, mas que partilha com ela a intenção de registro atemporal. Ao tomar a leitura e a escrita em sentido amplo, para além da materialidade do grafismo impresso sobre o papel, trazemos ao primeiro plano uma escrita que se assemelha às estruturas de memória e do psiquismo. Admitimos os processos de apropriação da linguagem sob uma perspectiva não desenvolvimentista, mas que considera tais processos desde sua inscrição primária na infância como fundadores de toda atividade linguageira da vida adulta, principalmente no campo da escrita. Trata-se de uma pesquisa teórica, que parte de observações de diagnósticos de memória oral e comentada em análises de cenas de leitura, manuscritos de alunos e da literatura literária. A partir de nossas reflexões e da discussão teórica...

A leitura do professor em formação : o processo de engajamento em praticas ideologicas de letramento; Teachers in continuing professional development and their reading : the process of engagement in ideological practices

Maria Emilia Almeida da Cruz Torres
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 17/02/2009 PT
Relevância na Pesquisa
36.41%
Este trabalho em Lingüística Aplicada tem como tema a elaboração da concepção de leitura como prática social, por um grupo de professoras da rede municipal de uma cidade do interior de Minas Gerais. O objetivo é investigar as mudanças nas práticas de letramento desenvolvidas pelas professoras, ao serem expostas a uma visão de leitura que concebe o texto como objeto constituinte das práticas sociais. Privilegiando-se um contexto de ensino que focaliza, portanto, o modelo ideológico de letramento, procurou-se analisar, pelos fenômenos que se manifestaram nessas práticas, como essas professoras elaboram a mesclagem dos discursos teórico-acadêmicos ou Secundários, em face aos escolares e aos Primários, ao caminharem em direção à aceitação do modelo de leitura proposto. Os fundamentos teórico-metodológicos que embasaram as análises se sustentam nas teorias do letramento preconizadas pelos New Literacy Studies. Para a introdução do conceito de prática de letramento e para se analisar o histórico de letramento das professoras recorreu-se à Teoria Social do Letramento, que aliada às noções de Discurso, como o engajamento do indivíduo aos modos de pensar e agir dos grupos sociais configuraram os aportes conceituais que nortearam as observações sobre os movimentos desenvolvidos ao longo do processo de elaboração da concepção de texto como objeto social. Concluiu-se que as professoras desenvolvem modelos variados de letramento...

Relações entre o envolvimento com a leitura e a motivação para a leitura, em alunos do 2º ciclo do ensino básico

Azevedo, Ana Raquel Moreira
Fonte: ISPA - Instituto Universitário Publicador: ISPA - Instituto Universitário
Tipo: Dissertação de Mestrado
Publicado em //2013 POR
Relevância na Pesquisa
46.55%
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário; A leitura é actualmente, contemplada como uma competência que envolve aspectos cognitivos, sociais, motivacionais e afectivos (Guthrie & Wigfield, 1999; Henk & Melnick, 1995). Neste trabalho procurámos analisar e caracterizar a relação existente entre o envolvimento com a leitura nas crianças e a sua motivação para a leitura, adicionalmente também analisámos como estes dois construtos se relacionavam com o género e o desempenho dos alunos na disciplina de Língua Portuguesa. Para este estudo utilizámos uma amostra de 123 alunos do segundo Ciclo do Ensino Básico, aos quais foram aplicados dois questionários: Questionário de Envolvimento com a leitura “As minhas Leituras” e a Escala de Motivação para a Leitura “Eu e a Leitura”. Procedeu-se a uma caracterização da amostra quanto ao seu envolvimento com a leitura e a sua motivação para a leitura. Os resultados indicam a existência de uma correlação positiva entre os hábitos de leitura das crianças e em algumas dimensões na motivação para a leitura. No que respeita aos hábitos de leitura e desempenho na disciplina de Língua Portuguesa verifica-se a existência de diferenças significativas entre grupos...

Teacher–Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study

Hughes, Jan N.; Luo, Wen; Kwok, Oi-Man; Loyd, Linda K.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/02/2008 EN
Relevância na Pesquisa
26.43%
Measures of teacher–student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children’s school trajectories.

A dual-route perspective on poor reading in a regular orthography: An fMRI study

Wimmer, Heinz; Schurz, Matthias; Sturm, Denise; Richlan, Fabio; Klackl, Johannes; Kronbichler, Martin; Ladurner, Gunther
Fonte: Masson Publicador: Masson
Tipo: Artigo de Revista Científica
Publicado em /11/2010 EN
Relevância na Pesquisa
26.44%
This study examined functional brain abnormalities in dyslexic German readers who – due to the regularity of German in the reading direction – do not exhibit the reading accuracy problem of English dyslexic readers, but suffer primarily from a reading speed problem. The in-scanner task required phonological lexical decisions (i.e., Does xxx sound like an existing word?) and presented familiar and unfamiliar letter strings of existing phonological words (e.g., Taxi-Taksi) together with nonwords (e.g., Tazi). Dyslexic readers exhibited the same response latency pattern (words < pseudohomophones < nonwords) as nonimpaired readers, but latencies to all item types were much prolonged. The imaging results were suggestive for a different neural organization of reading processes in dyslexic readers. Specifically, dyslexic readers, in response to lexical route processes, exhibited underactivation in a left ventral occipitotemporal (OT) region which presumably is engaged by visual-orthographic whole word recognition. This region was also insensitive to the increased visual-orthographic processing demands of the sublexical route. Reduced engagement in response to sublexical route processes was also found in a left inferior parietal region...

Engagement of Temporal Lobe Regions Predicts Response to Educational Interventions in Adolescent Struggling Readers

Rezaie, Roozbeh; Simos, Panagiotis G.; Fletcher, Jack M.; Cirino, Paul T.; Vaughn, Sharon; Papanicolaou, Andrew C.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/2011 EN
Relevância na Pesquisa
26.36%
Brain activation profiles obtained using magnetoencephalography were compared between middle-school students experiencing reading difficulties and non-reading-impaired students during performance of a continuous printed word recognition task. Struggling readers underwent small–group remedial instruction, and students who showed significant gains in word reading efficiency at a one-year follow-up assessment were classified as Adequate Responders whereas those not demonstrating such gains as Inadequate Responders. At baseline, compared to Inadequate Responders, the activation profiles of Adequate Responders featured increased activity in the left middle, superior temporal, and ventral occipitotemporal regions, as well as in the right mesial temporal cortex. The degree of activity in these regions was a significant predictor of improvement in word reading efficiency beyond the prediction afforded by baseline reading accuracy or fluency measures. The engagement of brain areas that typically serve as key components of the brain circuit for reading may be an important factor in predicting response to intervention in older students who experience reading difficulties.

Reading Ability and Reading Engagement in Older Adults With Glaucoma

Nguyen, Angeline M.; van Landingham, Suzanne W.; Massof, Robert W.; Rubin, Gary S.; Ramulu, Pradeep Y.
Fonte: The Association for Research in Vision and Ophthalmology Publicador: The Association for Research in Vision and Ophthalmology
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.29%
Glaucoma and visual field loss are associated with less reading ability and engagement for a variety of reading tasks.

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Guthrie, John T.; Klauda, Susan Lutz
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.38%
We investigated the roles of classroom supports for multiple motivations and engagement in students’ informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students’ perceptions of the motivational-engagement supports were associated with increases in students’ intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific...

Are Reading and Behavior Problems Risk Factors for Each Other?

Morgan, Paul L.; Farkas, George; Tufis, Paula A.; Sperling, Rayne A.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2008 EN
Relevância na Pesquisa
26.34%
We investigated two questions. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? We explored both questions by using multi-level logistic regression modeling to analyze data from the Early Childhood Longitudinal Study—Kindergarten Class (ECLS-K). After statistically controlling for a wide-range of potential confounds, we found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. We did not observe a statistically significant effect for interpersonal skills. We also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. We did not observe such an effect for self-control, interpersonal, externalizing behavior problems, or internalizing behavior problems in first grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.

Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.64%
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast...

Mobile Books: Effect of Engagement on Students’ Motivation and Cognitive Strategy Use

Ciampa, Katia
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
56.55%
This mixed methods research explores the role of reading engagement in 30 grade 1 students’ motivation to read mobile electronic storybooks (eBooks) and cognitive strategies used during eBook reading. Data collection comprised motivation and parent questionnaires, behavioural observation checklists, cognitive strategies rubric, and teacher interviews. Students’ emotional engagement with and enjoyment of mobile eBooks corresponded to 4 motivational aspects of intrinsic motivation: curiosity, control, choice, and challenge. Post-intervention results indicated that most student participants enjoyed answering eBook comprehension questions and preferred eBooks to print books; by the end of the study, all had access to a mobile device at home. A majority of participants were actively engaged during mobile eBook reading sessions and persisted in answering embedded eBook comprehension questions, which together reflected students’ behavioural engagement and time-on-task during mobile reading. Students’ off-task behaviours related to iPads’ accessibility features and inherent reader-friendliness. All participants successfully answered evaluative questions requiring them to activate prior knowledge, and experienced higher levels of difficulty with making personal connections. The study highlights the importance of making school-based literacy practices relevant to students’ outside worlds...

Using HeadSprout Early Reading with a child with Autism Spectrum Disorder: An examination of phonological awareness, participant engagement, and participant enjoyment

Freeman, Caitlin
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.44%
This study examined the effectiveness of a 9-week reading program in improving the phonological awareness (PA) skills of a seven year old boy with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder (ODD). The study’s secondary goal was to describe how the participant engaged with and enjoyed the HeadSprout computer program. The participant attended a one hour reading program incorporating 30 minutes of HeadSprout Early Reading three days a week for 9 weeks. Results demonstrated that the participant’s PA scores increased from the 16th percentile at pre-test to the 35th percentile post program. Four of five measures of PA increased, segmenting nonwords decreased to the 2nd percentile post program. Momentary time sampling procedures revealed the participant was engaged with the computer program 94.5% of the time. Perceived ratings of enjoyment indicated the participant enjoyed using the program. Specific components of the program which may have influenced participant enjoyment and engagement are discussed. Study limitations and implications of these findings are discussed in reference to future research.

Picture book reading in a new arrival context: a multimodal perspective on teaching reading.

Chu, Celine Poh Yoke
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2011
Relevância na Pesquisa
36.2%
This thesis is a case study of one teacher’s approach to teaching reading in an upper-primary new arrivals classroom context. The aim of the study is to document and examine her use of multimodal picture books, with particular emphasis on her exploitation of the visual and verbal modes. More specifically, the thesis examines the meaning configuration in a range of picture book texts used in the lessons and the teacher-student interactions around these texts. The analysis is, thus, a semiotic exploration of the practices involved in the teaching of reading to a group of New Arrivals Program (NAP) students in order to inform understandings of the teacher’s processes and practices. The research design comprised three complementary sub-studies. The first adopted a multimodal approach to the study of the picture books, where it was demonstrated that varied meanings were constructed from the integration of the verbal and visual resources. It also identified how these two modes combined in linear and non-linear ways that posed demands and challenges to young beginner readers. Analysis of teacher-student talk, which characterised the second sub-study, revealed that the interactions were largely teacher-led. Emphasis was placed on the verbal mode more so than on the visual images...

Community Engagement Mechanisms; Field Experiment in Pakistan

Asim, Salman; Abbas, Ali; Adil, Mariam
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Working Paper; Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.02%
The overall objective was to elicit and sustain meaningful participation by the community in the management of schools. This could only be possible if the interface was integrated with local institutions. For this reason, School Management Committees in approximately half of the sample villages were strengthened through elections and capacity-building support to enable Committee members to effectively respond to community-identified needs. The primary purpose of this report is to record the rationale and motivations behind the decisions taken by the project team during the project’s design and implementation, and to catalyze a candid discussion about the challenges faced during implementation. The report is divided into three sections. The first section deals with the design phase of the project. There are two chapters in this section. The first lays out the framework and context for project design; the second discusses the design and testing of instruments, the portal, manuals and training of field facilitators. Section Two focuses on the implementation phase of the project. The first chapter in this section reviews village mobilization efforts and the convening of village-level meetings. The second chapter documents the post-meeting engagement process through the Community Dialogue Platform...

Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student Achievement

Dahal, Mahesh; Nguyen, Quynh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.24%
Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run...

Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text

Martin, Andrea
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1143466 bytes; application/pdf
EN; EN
Relevância na Pesquisa
36.21%
There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative...

Three essays on metamorphoses of social capital and associational culture in Eastern Europe

Valkov, Nikolay
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
26.35%
Ce triptyque d’essais présente le caractère versatile et évasif du concept moderne de capital social à plusieurs niveaux – global, national et régional, ainsi que dans le présent et dans le passé. Le premier article conteste l’hypothèse prédominante selon laquelle il y a une cohabitation entre l’engagement civique et la démocratie. Malgré sa validité au niveau général, la relation n’est pas confirmée si les catégories hétérogènes sont désagrégées. Pour les pays post-communistes de l'Europe, la relation entre le type de régime et la tendance de s'associer ressemble à celle des démocraties latines consolidées si la participation dans les associations volontaires est choisie comme mesure de la vitalité du capital social. Par conséquent, la vie civique moins intense ne prédit pas de difficultés pour la démocratie. Le deuxième article est une compilation originale de plus de 100 organisations classifiées selon les standards contemporains et une collection de présentations d'une douzaine d'organisations bulgares, les plus populaires depuis le XIXème siècle. Cette contribution importante à l’historiographie de la vie associative bulgare jusqu’à 1944 est le résultat d'un travail qui combine des entrevues avec des historiens et une recherche dans les archives. Le panoptique organisationnel sert de réfutation empirique de l’hypothèse qui attribue la faiblesse organisationnelle présente du poste-communisme à la pénurie de vie organisationnelle développée par le passé. ii Les mérites du troisième article sont doubles. Au niveau empirique on démontre que l’organisation culturelle la plus importante en Bulgarie a apparu comme une institution nationaliste imitant les organisations similaires des autres pays Européens. Elle s’est développée graduellement par une adaptation des expériences étrangères aux conditions locales. La collection des références bulgares est unique et représente le produit d’un travail méticuleux sur les documents et les entrevues. Au niveau abstrait...

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica
Publicado em 07/07/2011 EN
Relevância na Pesquisa
26.53%
This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed.

Engineering Ingenium: Improving Engagement and Accuracy With the Visualization of Latin for Language Learning

Zhou, Sharon
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
26.35%
The goal of Ingenium is to prompt beginning Latin students to think consciously and critically on Latin grammar prior to translating a sentence, while engaging them with the grammar in an intuitive and hands-on way. Learners commonly make errors in reading Latin, because they do not fully understand the impact of Latin’s grammatical structure—its morphology and syntax—on a sentence’s meaning. Synthesizing instructional methods used for Latin and artificial programming languages, Ingenium visualizes the logical structure of grammar by making each word into a puzzle block, whose shape and color reflect the word’s morphological forms and roles. Ingenium is designed so that students do not focus on words in isolation, but make logical connections between words and group words together, so that the number of elements involved in the translation, or the cognitive load, is instantly reduced. For this reason, puzzle blocks only fit together if there is sound grammatical logic, preventing students from making syntactic errors and allowing them to experiment in a mistake-free environment. The blocks also serve to abstract out the grammatical terminology in favor of visual representation, making it easy for Ingenium to supplement current methods of Latin instruction and to maximize its adoption potential. The audience of Ingenium is novice Latin students. When students’ experience and confidence are at their lowest...

Talking for meaning: the dialogic engagement of teachers and children in a small group reading context

Maine, Fiona; Hofmann, Riikka
Fonte: Elsevier Publicador: Elsevier
Tipo: Article; accepted version
EN
Relevância na Pesquisa
36.24%
This is the author accepted manuscript. It is currently embargoed pending publication.; This paper reports a UK study which investigated the instruction of comprehension strategies for elementary children in small group discussions about short animated films. The qualitative analysis of three lessons is reported to illustrate the differing approaches that the teachers took, showing how they initiate discussions and follow up responses from the children. We examine how children?s ideas are elicited, selected for further discussion, developed and evaluated by the teachers. Findings highlight operating principles for how teachers conceptualise and realise reading comprehension instruction and how these relate to the use of key language, focusing on whether this produces a ?performance? of dialogue or genuine dialogic engagement.