Using Book Club to Scaffold Students' Reading Comprehension: A Case Study of an American Classroom

Journal
University of the Thai Chamber of Commerce Journal
Publisher(s)
Chulalongkorn University Printing House
University of the Thai Chamber of Commerce
Date Issued
2009
Author(s)
Other Contributor(s)
University of the Thai Chamber of Commerce. Journal Editorial Office
Abstract
In this study, the teacher used “Book Club” to guide her instructional practices in a3rd grade U.S. literacy classroom. The purpose of this study was to investigate theteacher’s role and guidance in this transformation process within the context ofliterature discussion groups or Book Club. The research question was “What are theteacher-student interactions and how do they help students to become independentlearners?” The study was conducted at a public elementary school located in thesuburb of a city in the northeast, U.S.A. The main method of data collection in thisstudy was field notes from six observations, together with teacher and students’reflections. Results showed that the teacher’s role during literature discussion groupsconsisted primarily of providing scaffolding for students’ attempts at conversation anddiscussion around the literature circle.
Subject(s)
ISSN
0125-2437
Access Rights
public
Rights
This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
Rights Holder(s)
University of the Thai Chamber of Commerce
Bibliographic Citation
Nuwee Chomphuchart (2009) Using Book Club to Scaffold Students' Reading Comprehension: A Case Study of an American Classroom. University of the Thai Chamber of Commerce Journal Vol.29 No.2.
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