Examining the Impact of Dialogic Literary Gatherings on Reading Comprehension and Prosocial Behavior

• In Event: 53.026 - Broadening Opportunities for Classroom Learning With Dialogic Pedagogies

Abstract

Objective
This poster examines the impact of Dialogic Literary Gatherings (DLGs), a specific dialogic-based pedagogical strategy in which children aged 10-11 years read and discuss the same classic texts. DLGs are being implemented in more than 200 schools in Spain, most of which are Learning Communities (Serrano, Mirceva & Larena, 2010). Nonetheless, the specific cognitive and social benefits in young children of participating in a whole class setting reading classical literature remain unexplored. Our main aim is to unveil the impact of this particular intervention, which entails an egalitarian dialogic procedure to access and enjoy classic texts, not only on pupils’ performance-improving literacy skills – but also on improving children’s prosocial behavior.

Theoretical framework
Despite the ‘recitation’ mode being still predominant in classroom talk, increasing empirical evidence reveal the potential of dialogic teaching and learning to develop students’ higher order thinking when asking questions, exploring ideas or expressing understanding (Alexander, 2008; Murphy et al, 2009; Reznitskaya & Gregory, 2013). Dialogic Literary Gatherings (DLGs) transform the long-established characteristics, of teacher-dominated classroom talk. DLGs are rooted in the socio-cultural theory of Vygotsky (1978), share some commonalities with Freire’s culture circles (1970), and draw on the principles of dialogic learning (Flecha, 2000). In the DLGs students, many of them with low socioeconomic status and with migrant and/or ethnic minority background, read and discuss classic literature (i.e. Tolstoy, Shakespeare, Homer, etc.).

Methods
Our research involves a quasi-experimental study with training and implementation phases, systematic observations of DLG, pre- and post- testing of students’ reading comprehension and prosocial behavior (Eisenberg & Fabes, 1998), and interviews with intervention teachers and post- interviews with children.

This paper focuses on the DLGs in three schools in the Basque Country (Spain), analyzing the impact of the intervention (8 sessions in each school). Participants are children aged 10-11 years (n=94). The sample includes three experimental classrooms (n=26; n=25; n=18) and one control (n=25). Children and teachers were interviewed about the impact of DLG in each school.

Results and scientific significance
This poster will present the impact of implementing DLGs in a new cultural context in the Basque Country over the course of 2015-2016. Preliminary analysis of the pre-post assessments on reading comprehension and prosocial behaviour revealed an improvement over time. 88% of the children in experimental classes improved their reading significantly on the items measuring ‘integrating and analysing ideas’. DLGs shifted the ‘recitation’ mode in a whole class setting whereby more than 78% of the children contributed to the discussion, often in extended utterances which revealed reasoning, agreement / disagreement and speculation. Regarding the changes on prosocial behavior, no significant differences emerged from the questionnaires, but qualitative data from children’s interviews highlighted changes in altruism, respect, solidarity and friendship.

Our study sheds lights on the potential of this dialogic learning environment to improve simultaneously students’ academic and social competencies. Evidence on the potential transferability of DLGs across national and cultural contexts might contribute to achieve the promise of equal educational opportunity for all.

Authors

• Rocio Garcia-Carrion, University of Deusto

• Lourdes Villardón-Gallego, University of Deusto