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UBC Theses and Dissertations
Buddy reading from a multi-dimensional perspective Grimm, Kathleen Anne
Abstract
Buddy Reading, a literacy event that pairs two students as they share the reading of a book, was investigated from cultural, textual and social stances. Using a sample of 10 pairs of students from grades one and three, this study explored 1) the influences of school culture and classroom conventions that effected Buddy Reading, 2) the interaction between Grade 1 early readers as they read with more proficient Grade 3 buddies, and 3) student and teacher perceptions of Buddy Reading. Data collection involved four phases and included classroom observation, video recording students as they read together, photographic interviews of students and standard interviews of teachers. Findings indicated that student and teacher perceptions paralleled classroom practice, with the exception of students' perception of the type of decoding skills used. Although half of the proficient readers reported that they encouraged their younger partners to 'sound out words', they usually corrected oral reading errors by 'telling' or 'pronouncing' the word for their buddy. Students did not use scaffolding dialogue as they read with their buddies, and it was concluded that Buddy Reading could not be used as an alternative for reading practice with an adult. Social interaction between students was observed and discussed. School culture, tradition and rituals had a significant effect on the organization of the Buddy Reading Program and classroom practice.
Item Metadata
Title |
Buddy reading from a multi-dimensional perspective
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1998
|
Description |
Buddy Reading, a literacy event that pairs two students as they share the
reading of a book, was investigated from cultural, textual and social stances.
Using a sample of 10 pairs of students from grades one and three, this study
explored 1) the influences of school culture and classroom conventions that
effected Buddy Reading, 2) the interaction between Grade 1 early readers as
they read with more proficient Grade 3 buddies, and 3) student and teacher
perceptions of Buddy Reading.
Data collection involved four phases and included classroom observation,
video recording students as they read together, photographic interviews of
students and standard interviews of teachers.
Findings indicated that student and teacher perceptions paralleled
classroom practice, with the exception of students' perception of the type of
decoding skills used. Although half of the proficient readers reported that they
encouraged their younger partners to 'sound out words', they usually corrected
oral reading errors by 'telling' or 'pronouncing' the word for their buddy. Students
did not use scaffolding dialogue as they read with their buddies, and it was
concluded that Buddy Reading could not be used as an alternative for reading
practice with an adult. Social interaction between students was observed and
discussed. School culture, tradition and rituals had a significant effect on the
organization of the Buddy Reading Program and classroom practice.
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Extent |
9815640 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-06-19
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078177
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1998-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.