Abstract
An investigation was conducted to determine how fifth graders with prior experience in student-led literature discussions acted as “knowledgeable others” for peers whose prior discussion experiences had been teacher led and grounded in a basal reading program. All of the students were participating in Book Club, a literature-based reading program designed to support student-led discussions. Analysis, conducted inductively with categories emerging from the data, revealed that even within the 1st month of working together, students adopted leadership roles, participated in discussions exhibiting various interactional patterns, and helped one another conduct their discussions. On the basis of the inquiry, it appears that students can facilitate one another's learning, but the teacher has an important role in monitoring student discourse and planning instruction that meets emerging needs.
| Original language | English |
|---|---|
| Pages (from-to) | 23-34 |
| Number of pages | 12 |
| Journal | Journal of Educational Research |
| Volume | 89 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1995 |
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