Using Technology to Teach Flexibility through Peer Discussion

Yuill, N., Kerawalla, L., Pearce, D., Luckin, R. and Harris, A. (2008) Using Technology to Teach Flexibility through Peer Discussion. In: Cartwright, K. (ed.) Literacy Processes: Cognitive Flexibility in Learning and Teaching. Guilford Press, New York, pp. 320-341. ISBN 9781593856540

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Abstract

The present chapter focuses on how cognitive flexibility, in a broad sense, might inform our understanding of the development of comprehension skills, and how it could contribute to methods of improving children’s reading comprehension, drawing on the benefits of new developments in computer-supported collaborative learning. In particular, we focus on encouraging children to talk about language, consistent with the idea that children with poor comprehension often have relatively low levels of metalinguistic awareness, and that raising this awareness seems to be a useful and highly motivating way to foster better reading comprehension. One of these training methods involves discussing jokes, and the quote above shows clearly how some children, who are just learning to understand the relation of text and meaning, just don’t get it. Understanding what cognitive developmental changes might underlie comprehension difficulties should lead the way to new remedial approaches, and new technology can provide us with additional support to help children coordinate form and meaning in learning to read.

Item Type: Book Section
Keywords: reading comprehension jokes language awareness
Schools and Departments: School of Psychology > Psychology
Subjects: Q Science > QZ Psychology
Depositing User: Chris Keene
Date Deposited: 27 Oct 2008
Last Modified: 30 Nov 2012 16:52
URI: http://sro.sussex.ac.uk/id/eprint/1540

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