Considering Dialogic Learning: The Contribution of Discussion, Argument, and Debate to Comprehension

• In Event: Considering Literacy Learning: Thinking About Texts, Fluency, Vocabulary, and Comprehension

Abstract

From preschool through adulthood, dialogic responses to text are essential tools for sharing, clarifying, and expanding our understanding (Authors, 2015, 2022). When we explain ideas or defend a position to another, we deepen our understanding and consolidate those ideas within our knowledge network (Kintsch, 1998). Listening to multiple perspectives shared by peers is the training ground for novice readers to consider multiple perspectives. In the middle and upper grades, discussions of disciplinary content provide the platform for building new knowledge. Research across the developmental stages and disciplines has provided clear evidence of effective ways to engage teachers and their students in dialogic learning to enhance comprehension (Table 3). This session will address practices for prekindergarten through grade 6. A common finding throughout the grades is the need for complex text and sophisticated vocabulary (Pearson et al., 2020).
As early as age 4, children demonstrate sensitivity to narrative structures and the ability to generate inferences across texts and visual media that is not consistently associated with decoding and phonological awareness (Kendeou et al., 2006, 2008; Lynch et al., 2008). Narrative and informational content increases language development, world knowledge, organization, and inference generation (Pearson et al., 2020). Therefore, adults need to engage in comprehension discussions with emergent readers during shared reading and viewing videos. Small group discussions yield greater participation and comprehension gains in response to read-aloud and shared reading than whole class settings (Desmarais et al., 2013). World of Words (Neuman & Wright, 2013) and PAVEd for Success (Schwanenflugel et al., 2010) share common features that support concept development, disciplinary vocabulary, and early reading skills.
Both novice and transitional readers are still learning to balance word recognition with comprehension. Decodable texts do not contain the grist necessary for fruitful discussion. Fluency-Oriented Reading Instruction and Wide Reading FORI (Schwanenflugel et al., 2009) provide the scaffolds needed for novices to successfully read complex, high-volume texts that are rich in meaning and vocabulary. Saunders and Goldenberg’s (1999) Instructional Conversations provide teacher and student support while creating a dialogue rather than question-answer recitations.
Each disciplinary area uses discourse differently to build and communicate knowledge (Authors, 2022). In upper elementary settings, the teacher must know the unique characteristics of literary, science, and social studies discourses. Evidence indicates that engaging in disciplinary dialogic discourse yields improved written communication (Rednitskaya et al., 2009; Kim & Hand, 2015). In this developmental stage, the students are taking increased responsibility for leading discussions (Authors, 2022; Beck et al., 2009; Rednitskaya et al., 2009), participating in scientific inquiry (Kim & Hand, 2015), and debating with their peers (Malloy et al., 2020).
Critically evaluating multiple sources and presenting the information in reasoned, cohesive oral and written arguments are valuable life skills. Dialogic learning elevates the path to cognition.

Author

• Katherine D. Stahl, New York University