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. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/9471 |
| Date | 11 1900 |
| Creators | Grimm, Kathleen Anne |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 9815640 bytes, application/pdf |
| 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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