Abstract
This article presents a framework to help teachers facilitate small group discussions about stories children read. Collaborative reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation. Children use personal experiences and evidence from the stories to support their conclusions and consider each other's points of view. Excerpts from an ongoing study of 12 fourth-grade classrooms in rural, urban, and suburban settings are used to illustrate four characteristics of cognitive reasoning: (1) children's response to text; (2) children's use of text to consider multiple possibilities; (3) children's use of tools for persuading others; and (4) children's control of topic and turn-taking.
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Clark, AM., Anderson, R.C., Kuo, Lj. et al. Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School. Educational Psychology Review 15, 181–198 (2003). https://doi.org/10.1023/A:1023429215151
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DOI: https://doi.org/10.1023/A:1023429215151