Middle Elementary Students Constructing Literate Understandings Within and Beyond Instruction

• In Event: Roundtable Session 21

Session Submission Type: Roundtable Session

Abstract

Papers in this symposium proceed from the premise that middle elementary students respond to the literacy instruction they receive by making their own unique sense of it, developing literate understandings that do reflect classroom instruction but also extend well beyond what is taught. The authors analyze students’ understandings of reading and writing and the extent to which these may be shaped (or not) by the nature of the instruction they receive. Finally, these papers also examine the particular affordances of dialogically organized literacy instruction in surfacing the varied perspectives on text that students bring and collaboratively develop during class.

Sub Unit

• Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Chair

• Anna O. Soter, The Ohio State University

Papers

• Doing Reading: Student Understandings of What It Means to Read in Dialogically and Monologically Organized Classrooms - Maren S. Aukerman, Stanford University; Lorien Chambers Schuldt, Stanford University; Erika Moore Johnson, Stanford University

• Growing Student Knowing Through Morning Meeting Talk - Maureen P. Boyd, University at Buffalo - SUNY; Bill Markarian, University at Buffalo - SUNY