Knowing the Text, Knowing the Learner: Literature Discussions with Fifth Grade Struggling Readers

The purpose of this article is to describe an action research study on the discourse patterns that seemed to best promote developed discussions of literature with fifth-grade struggling readers in an urban school. Developed discussions are those in which a substantial topic is maintained and the teacher-student talk included interpretations of the text and responses supported by textual, personal, and/or prior knowledge. Findings illustrated that developed discussions occurred in relation to the teacher\u27s specific prompts and responses, the literature selected, and her focus on individual students