On 18.12.'95 Eva wrote:
In the transcript my son makes 22 comments that I respond to, 7 that are
not responded to, and two more that are anticipations of the text I am
reading. He answers 17 questions that I ask, and 6 questions that are in
the text. He also asks 4 questions that I answer and one more that I
respond to by a counter-question. In two of these instances _he_ performs
the I and the E of an IRE sequence. (He's learning!) Three times he urges
me to go on reading.
My daughter makes 10 comments that I respond to, 3 that her brother
responds to, 13 that are not responded to, and one that is an anticipation
of the text. She asks 4 questions that I answer. One question that is not
responded to she answers by herself. (Finding something in the picture).
Eva
Did you find anything about asking further questions at the so-called "E"
point, to ask the children to refine initial answers, (or for them to ask you)
ie:
P: What's happened to Max's bedroom?
C: It's got trees in it.
P: Would you like a bedroom like that?/ or It's really beautiful, isn't it?/
or Where are the vines?
I suspect this practice is significant for differential and differentiating
sets of discursive relations built up through the language selections at this
point: reference to the individual child's preferences (typically realized in
the language through some process of mental reaction (like, want etc);
evaluation of the story/plot/character; refinement of the text-based
observation etc; or simply moving back to the object text.
Geoff
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Date: Mon, 18 Dec 1995 09:33:50 +0100
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From: eva.ekeblad who-is-at ped.gu.se (Eva Ekeblad)
Subject: Reading to children, still
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