The Nature of Talk about Three Types of Text during Peer Group Discussions

Abstract

This study investigated first-, third-, and fifth-grade children's talk about three types of text during peer group discussions. The researcher read aloud, and children discussed, a storybook, an information book, and an informational storybook to 54 children in groups of 6 students each (18 at each grade level). Children's utterances were then coded for five categories: the source of information used, manner of topic maintenance, acknowledgement given to the preceding utterance, thinking form used, and textual element in focus during the utterance. Results indicated significant grade level and/or text type differences for each category investigated and revealed that older students were more collaborative, drawing more often on peer information, participating in longer group discussions, and making more confirming and challenging responses. When discussing the informational storybook children stayed on topic longer, used speculation twice as often, relied on peer information more often, and were more likely to discuss related extra-textual topics.