Peer-led Discussions of Social Studies Text: Comprehension Strategies in Action

Abstract

The purpose of this study was to investigate how small groups of fifth graders construct meaning of social studies text during peer-led discussions. Data collection occurred across six months and included individual and small group student interviews, teacher interview, audio tape recordings, and verbatim transcriptions of the audio tapes, author’s field notes, and students’ artifacts. Transcriptions and observational field notes were examined and coded for instances of students’ meaning making talk. Findings indicated: (1) Fifth graders in this study initiated and maintained meaningful talk of social studies text in peer-led settings with minimum teacher intervention; (2) They used numerous cognitive processes to generate higher levels of awareness to enhance understanding for all group members as they engaged in the discussions. Therefore, classroom teachers may want to use this knowledge to inform their instructional practice