Requests and Responses in Peer-directed Reading Groups

Abstract

The purpose of the present study is to investigate first-grade children’s use of requests and responses in their homogeneous reading groups. Thirty students in six groups of varying reading ability were studied in the fall and spring. Standardized reading readiness achievement tests, and assessments of language competence were administered. Eight samples of peer-directed, group activity were audio- and videotaped. The results showed that: (a) ability groups differed in reading achievement, and those differences remained stable over the year; (b) groups differed in their use of requests and responses, and these differences also remained stable; (c) particular aspects of requests predicted obtaining appropriate responses, which were almost always “on-task.” Implications of these findings for opportunities to develop skills in peer-directed reading groups are discussed.