The Development of Dialogic Oracy During Young Children's Discussions About Text

• In Event: Rousing Ourselves From Fever Dreams of American Myths: Critical Multicultural Analyses and Dialogic Discussions of Children's and Young Adult Literature

Abstract

We examine the developing dialogic textual oracy of children in a second grade dialogically organized text discussions. We ask: What is the range and variation in ways the children positioned themselves relative to peer ideas and the text, and how did this positioning evolve across the school year? How did each child engage with images and words (linguistic content) at the beginning of the year, and how did this engagement evolve across the school year? We aim to move the field closer to a theory of emergent literacy that takes dialogue with others about text – particularly speech around multimodal aspects of text – as seriously as it has taken other aspects of young children’s reading and writing development.

Authors

• Maren S. Aukerman, Stanford University

• Lorien Chambers Schuldt, Fort Lewis College