home . search . contact   index by author chronological index

- abstract below

Talking about expository texts in the classroom

Monica Reichenberg and Lillemor Mellung

Goteborg University, Sweden monica.reichenberg@ped.gu.se

Abstract

Many dyslexics/poor readers blame themselves for not understanding expository texts. As a consequence many of them disengage from the reading process. Not to try is not to fail (Taube, 2000; Höien & Lundberg, 1999). There is a need to help dyslexics/poor readers to become active and constructive readers. Therefore it is vital to "depose" the authority of expository texts by questioning the author. Studies have shown its positive effect on normal readers (Beck et al. 1997, Reichenberg, 2003). The overall aim of this study is to investigate the relative effects on dyslexics/poor readers´ comprehension when they are allowed to questioning the author. Dyslexics/poor readers and normal readers (16-years old) were tested. Some of them also had Swedish as a second language. Usually students read a text silently in the classroom and the discussion took place afterwards. Dyslexics/poor readers have a poor memory for long texts so it is hard for them to be active in these discussions. When questioning the author the discussion took place on-line during reading. The teacher segmented the text in advance where he/she assumed the students would have difficulties in understanding. The students stopped reading there and collaborative construction of meaning took place by questioning the author. Questioning began by eliciting what the author said and what that actually meant or how it connected with other text ideas. It was found that reading on-line and questioning the author had a positive effect on dyslexics/poor readers comprehension.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

home . search . contact . index by author . chronological index