A Dialogic Turn in Research on Learning and Teaching to Comprehend

Guofang Li

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Reading and Literacy Development Linguistics and Education Research Educational Strategies and Epistemologies

Abstract

Comprehending is a dynamic and context sensitive process. Th e RAND Reading Study Group (2002) defi ned reading comprehension as “the process of simultaneously extracting and constructing meaning” (p. 11) that involves an interplay between the knowledge and capabilities of the reader, the demands of the text, the activities engaged in by the reader, and the sociocultural context in which reading occurs. By this account, the product of comprehension-meaning-is not stable. Changing one element, for example, by increasing the knowledge or motivation of the reader, altering the text, or asking the reader a question, changes the interaction between the reader, text, and activity and hence the meaning the reader constructs (cf. Harrison, 2004). It is not too farfetched to say that the product of comprehension changes day-by-day, hour-by-hour, and moment-by-moment (Pearson, 2001).

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2007Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences?

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2019The role of literature in the classroom: How and for what purposes do teachers in lower secondary school use literary texts?2013Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development 2014Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners 2017Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?2012Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse 2013The Impact of Supplemental Instruction on Low-Achieving Adolescents’ Reading Engagement 2014Explicit Instruction in Core Reading Programs 2015Children’s Perceptions of Their Reading Ability and Epistemic Roles in Monologically and Dialogically Organized Bilingual Classrooms

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