Classroom Discussions and Individual Student Participation in Literary Reasoning

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-10 - Problematizing Literacy Practices

Abstract

The purpose of this study was to examine the relationship between individual students’ participation in whole-class discussions and the acquisition of knowledge and skills required for literary reasoning and argumentation as measured in a pre/post assessment. We examined the discussion contributions made by two 9th grade students, Ken and Mia (who demonstrated different pre/post growth patterns) in a nine-week literary instructional module targeting symbolism and coming of age theme. Results suggested links between discussion contributions and student growth in post-essay writing, but also indicated a more sophisticated level of understanding than captured in the written work. This study illustrates how concepts and skills for interpretive reasoning about literature are taken up differently among individual students engaged in the same practices.

Authors

• Teresa Sosa, Indiana University - IUPUI

• Candice Burkett, University of Illinois at Chicago

• Susan R. Goldman, University of Illinois at Chicago