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Oral Narrative Genres as Dialogic Resources for Classroom Literature Study: A Contextualized Case Study of Conversational Narrative Discussion

^* To whom correspondence should be addressed. E-mail: mmjuzwik{at}msu.edu.

	Abstract

Five questions guided a case study exploring the relationship between oral narrative and discussion in middle school literature study: (a) Relative to similar classrooms in a large-scale study, how can overall literature instruction be characterized? (b) Relative to similar classrooms in a large-scale study, how well do students achieve in the focal classroom? (c) What, if any, are the links between oral narrative and discussion? (d) If discussion and narrative co-occur, what sorts of oral narratives do narrators tell in discussions? and (e) If discussion and narrative co-occur, how can we characterize the overlap in terms of interaction? In the frequent conversational narrative discussions, where oral narrative and discussion discourse overlapped, teacher and students used various kinds of oral narrative genres to prime, sustain, ratify, and amplify discussion.

First published on August 21, 2008, doi:10.3102/0002831208321444

American Educational Research Journal 2008;45:1111.

A more recent version of this article appeared on December 1, 2008


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