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Oral reading: constructing school readers

Rennie, Jennifer A. (2004). Oral reading: constructing school readers. Learning Communities: international journal of learning in social contexts,2004(1):34-44.

Document type: Journal Article
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Title Oral reading: constructing school readers
Author Rennie, Jennifer A.
Journal Name Learning Communities: international journal of learning in social contexts
Publication Date 2004
Volume Number 2004
Issue Number 1
ISSN 1329-1440   (check CDU catalogue open catalogue search in new window)
Start Page 34
End Page 44
Total Pages 11
Place of Publication Darwin, NT, Australia
Publisher Social Partnerships in Learning Research Consortium - Learning Research Group, Charles Darwin University
HERDC Category C1 - Journal Article (DEST)
Abstract Work conducted on the construction of literacy events through talk and interaction around texts has shown how pedagogical, institutional and sociological work can be unveiled through discourse analysis of talk in early literacy events (Baker, 1991, 1997, 2000; Baker & Freebody, 1989). Through the various events, teachers and students construct what it means to be literate. Teachers and students construct norms, expectations, rules, roles and responsibilities in relation to how they interact in the classroom (Green et al., 1992). This paper reports on findings from a study that examined the relationship between the activity of oral reading and learning to read in the primary school. It discusses how the oral reading activities investigated helped to construct a reader's identity and how the nature of these activities afforded some students the opportunity to learn whilst others were denied this opportunity.
Additional Notes This article has been extracted from Learning Communities: International Journal of Learning in Social Contexts, Issue 1, February 2004
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