Research
1. Berne, J. I., & Clark, K. F. (2008). Focusing literature discussion groups on comprehension strategies. The Reading Teacher, 62(1), 74+. Retrieved from https://link.galegroup.com/apps/doc/A185544339/PROF?u=tea&sid=PROF&xid=d138dbf8
Summary: Recognizing the benefits of peer-led literature discussions, this article explores a multi-step process for introducing discussion into the classroom. The process incudes modeling discussions, using fishbowl discussions, anchor charts for discussion behaviors, and a list of comprehension strategies during discussions.
2. Batson, J. (2014). Postmodernity and oral language learning. Practically Primary, 19(1), 39+. Retrieved from https://link.galegroup.com/apps/doc/A361713108/PROF?u=tea&sid=PROF&xid=0dc50066
Summary: The article argues for the increasing need for schools to support conversational skills in the digital age and provides ways to build opportunities for social communication in the classroom.
3. Olsen, J. K., Rummel, N., & Aleven, V. (Jun 18-22, 2017). Learning alone or together? A combination can be Best! Grantee Submission, Paper presented at the International Conference on Computer Supported Collaborative Learning, Philadelphia, PA. Retrieved from https://eric.ed.gov/?q=collaborative+learning&pr=on&ft=on&ff1=eduElementary+Education&id=ED577021
Summary: This research explored the use of an intelligent tutoring system (ITS) for math instruction in a collaborative versus individual learning environment, across a group of 4th and 5th grade students. Results showed that students spent less time when working collaboratively; however, the learning gains were the same for both individual and collaborative interaction with the ITS.