Text formulations as practices of demonstrating understanding in dialogic reading

Abstract This paper examines text formulations in the interaction between peers primary school during dialogic reading, inquiry learning settings. In this context pupils collaboratively use information from texts to answer their research questions. The data analyzed include 25 excerpts of demonstrating understanding text. We used Conversation Analysis analyze how demonstrate by formulations, as a specific type and these function bridge reading action discussion content. Parallel types conversational (gist upshot), we found two practices understanding, namely (1) formulating gist relevant literal (2) an upshot contributes goal. Both are establish shared text, but focus well on what participants find further talk about. To reach it for next steps, both interactants need have access some way. study our build knowledge.