You are here:

Moving from Recitation to Open-Format Literature Discussion in Chinese Classrooms

, , , , , , ,

ISAIJLS Volume 43, Number 6, ISSN 0020-4277


A study involving 106 fourth graders and two teachers from a school in Beijing investigated the impact of a peer-led, open-format discussion approach, called collaborative reasoning (CR), on students' reading comprehension and teacher's professional learning. Mixed results of effects of CR on children's reading comprehension were found. After participating in eight discussions over an eight-week period, the CR group performed significantly better than the control group on the Progress in International Reading Literacy Study constructed-response items requiring integrating and evaluating information, but no better on multiple-choice items calling for information retrieval and simple inferences. No CR group's advantage was found on the National Assessment of Educational Progress items. Compared to the baseline discussions prior to the intervention, CR increased the volume, complexity, and fluency of student talk, decreased teacher talk and teacher control of topic. Both CR teachers successfully altered the traditional recitation discourse pattern and adapted to an open-format discussion. CR teachers' weekly reflections and interviews showed that teachers experienced four developmental stages from being lost to applying CR in subsequent reading instruction practice.


Cheng, Y., Zhang, J., Li, H., Anderson, R., Ding, F., Nguyen-Jahiel, K., Shu, H. & Wu, X. (2015). Moving from Recitation to Open-Format Literature Discussion in Chinese Classrooms. Instructional Science: An International Journal of the Learning Sciences, 43(6), 643-664. Retrieved September 26, 2022 from .

This record was imported from ERIC on February 24, 2017. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.