scholarly journals Going beyond the Text: Interactional Competence in Reading Comprehension Class

2021 ◽  
Vol 12 (4) ◽  
pp. 259-278
Author(s):  
Sabria Jawhar ◽  
Sajjadllah Alhawsawi ◽  
Steve Walsh
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Theoretical Perspective ◽  
Classroom Interaction ◽  
Wait Time ◽  
Engaged Learning ◽  
Sociocultural Perspective ◽  
Interactional Competence ◽  
Linguistic Resources ◽  
Pedagogical Goals

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

scholarly journals Going beyond the Text: Interactional Competence in Reading Comprehension Class

2022 ◽  
Author(s):  
Sabria Salama Jawhar ◽  
Sajjadllah Alhawsawi ◽  
Steve Walsh
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Theoretical Perspective ◽  
Classroom Interaction ◽  
Wait Time ◽  
Engaged Learning ◽  
Sociocultural Perspective ◽  
Interactional Competence ◽  
Linguistic Resources ◽  
Pedagogical Goals

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers’ ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources.

scholarly journals A Case Study of Classroom Discourse Analysis of Teacher’s Fronted Reading Comprehension Lessons for Vocabulary Learning Opportunities

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 118-135 ◽  
Author(s):  
Justina Ong
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Single Case ◽  
Vocabulary Learning ◽  
Classroom Interaction ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Interaction Patterns ◽  
Case Study Methodology

This study examined classroom routine and interactional patterns of Grade 5 English Language reading comprehension lessons through delineating the speech act functions of instructional discourse that was based on Malcolm’s sociolinguistic model (Malcolm, 1979a; Malcolm, 1979b; Malcolm, 1982; Malcolm, 1986). It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom observations, and lesson plans formed the data for the present study. The classroom routine showed teacher’s informing, teacher’s elicitation, children’s bidding, teacher’s nomination, children’s replying, teacher’s acknowledgement, teacher’s informing and teacher’s directing and a predominant Initiation-Response-Follow-up pattern. The teacher’s discourse had focussed the learners’ attention on target vocabulary and was effective in eliciting the meanings of those words from the learners. However, most of the successful elicitations took few and short turns. A closer examination further revealed that the most prevalent teacher’s elicitation acts were checking elicitation and multiple elicitation; and that the most prevalent teacher’s acknowledgement acts were unqualified accepting or relaying, and evaluating. The types of teacher’s elicitations and acknowledgements resulted in an interaction that was devoid of dynamic negotiation of the meanings between the learners, teacher, and text.

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

Classroom Discourse and Multimodal Conversation Analysis

2021 ◽  
pp. 15-40
Author(s):  
Christine M. Jacknick
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
Body Movement ◽  
Student Participation ◽  
Classroom Interaction ◽  
Willingness To Participate ◽  
Methodological Framework ◽  
Interactional Competence ◽  
Movement Artifacts

This chapter provides a background of classroom discourse research with particular focus on research into the interactional organization of classroom interaction. Walsh’s (200, 2011) modes are introduced as a key framework for this volume. Prior research on student participation is summarized here, including the concepts of (un)willingness to participate and classroom interactional competence. Finally, multimodal conversation analysis, the methodological framework for this volume, is presented, including brief summaries of research on gaze, gesture, body movement, artifacts, and complex multimodal Gestalts. Notes on transcription practices are presented here, as well as descriptions of the data corpora drawn upon for this study.

Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction

2019 ◽  
Vol 36 (4) ◽  
pp. 527-551
Author(s):  
Nilüfer Can Daşkın ◽  
Çiler Hatipoğlu
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Classroom Interaction ◽  
Negative Evidence ◽  
Student Knowledge ◽  
Interactional Competence ◽  
Instructional Activity ◽  
Video Recordings ◽  
Everyday Learning ◽  
Learning Event

In this study we are concerned with the informal dimension of formative assessment (FA) in an L2 classroom. We examine those instances that are embedded into everyday learning activities and that emerge in and through classroom interaction contingently, continuously and flexibly. Drawing on the methodological underpinnings of Conversation Analysis (CA), we uncover the emergence of instances of reference to a past learning event (RPLE) in L2 classroom interaction and highlights its relevance to informal FA. Data from a corpus of video-recordings of an EFL classroom in a preparatory school at tertiary level are presented. It is seen that RPLEs occur when the teacher contingently extends the main instructional activity to focus on what was presented interactionally earlier. In this way, the teacher seeks evidence of student knowledge and understanding and/or acts on the negative evidence already elicited in order to enhance learning and shape instruction. The analysis of RPLE instances also brings evidence for the relation between learning and assessment together with the tracking of language learning behaviour in subsequent learning events from the perspective of CA-SLA. As a result, this study bridges a gap between language assessment and classroom research by suggesting that teachers’ ability to informally assess for formative purposes is an integral part of their classroom interactional competence.

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Stock keeping unit rationalization: a cross-functional, cross-firm perspective

2019 ◽  
Vol 30 (4) ◽  
pp. 994-1015
Author(s):  
Matias G. Enz ◽  
Matthew A. Schwieterman ◽  
Douglas M. Lambert
Keyword(s):  
Single Case ◽  
Theoretical Perspective ◽  
Product Variety ◽  
Success Factor ◽  
Supplier Relationships ◽  
Content Type ◽  
Critical Success ◽  
Functional Involvement ◽  
The Impact

Purpose Although managers have struggled with SKU proliferation for decades, research has provided inconsistent guidance, and the cross-functional and cross-firm aspects of the problem were not considered. The purpose of this paper is to explore the factors that favor successful and sustainable SKU rationalization. Design/methodology/approach A single case study was used to investigate the implementation of an SKU rationalization project by a national restaurant chain in collaboration with its food distributor. Qualitative data analysis techniques were used to understand managers’ perceptions about the SKU rationalization problem and the financial results that were achieved. Findings The findings include seven propositions that begin to formalize theory for SKU rationalization. Cross-functional involvement was both a challenge and a critical success factor, and the supplier was an important resource for managing product variety and complexity. Research limitations/implications Seven propositions are provided that increase the likelihood of successfully dealing with SKU proliferation. Practical implications SKU proliferation increases supply chain complexity and leads to higher costs. The research reports on an SKU rationalization project that saved a company and its supplier $6.7m. Originality/value A previously unexplored theoretical perspective on SKU rationalization was employed that emphasizes cross-functional alignment, buyer–supplier relationships and the impact on financial performance of a firm.

scholarly journals THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY

2019 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
H. Ruslan Abdul Gani
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Classroom Interaction ◽  
Data Gathering ◽  
Reading Test ◽  
Second Grade ◽  
Second Grade Students ◽  
Eighth Grade Students ◽  
Team Game ◽  
The Subject

This research is aimed to find out the implementation of Team Game Tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy. The subject of this study was 30 students at second grade students of SMPN 5 Kopang. Which consists of 14 males and 16 females. This study was classroom action research (CAR) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. The first cycle was focused on the students’ classroom interaction. Meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. The data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. The result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. In other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (TGT) for the eighth-grade students of SMPN 5 Kopang.

Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design

2022 ◽  
pp. 026565902110710
Author(s):  
Katrina Kelso ◽  
Anne Whitworth ◽  
Suze Leitão
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Large Body ◽  
Case Series ◽  
Future Research ◽  
Post Intervention ◽  
Inference Making ◽  
Decoding Skills ◽  
Poor Comprehenders ◽  
Made In

In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.

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