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Teacher guided reporting in a primary literacy context : the stepping stones of mode and interaction

By Sheena Gardner

Abstract

In this paper I take Gibbons' notion of Teacher Guided Reporting (TGR) and explore\ud whether the features she identifies as being crucial in a science lesson with 9-10 year olds\ud also are found in a literacy lesson with 5-6 year olds. The findings support Gibbons'\ud claims for linguistic sequencing of tasks, degree of student initiations and role of teacherstudent\ud interaction. The analysis suggests a wider variety of mode continua which\ud underpin the linguistic sequencing of literacy tasks; and that these combine with the\ud developing focus of teacher feedback across the series of TGR interactions in three main\ud strands - language, content and process - which together promote the learners' language\ud development towards written academic registers appropriate for schooling in English

Topics: LB1501
Publisher: University of Warwick
Year: 2002
OAI identifier: oai:wrap.warwick.ac.uk:3250

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Citations

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