Without the opportunity to talk about what they read, children lose an opportunity to extend their knowledge. In Building a Knowledge Base in Reading , Braunger and Lewis cite a number of studies which support oral response to text . When students are encouraged to verbalize their ideas and questions, cognitive development is supported. They learn how to realize uncertainties in their understandings, explain and justify their positions, seek information to help them resolve the uncertainty, and learn to see alternative points of view. Student interaction in discussions promotes the ability to think critically and to consider multiple perspectives and develops the ability to confirm, extend, and modify their individual interpretations of texts.
Discussion promotes deep understanding of text.
Literature circles, book talks, cooperative learning groups, story retelling frameworks, and pairing students are activities which promote comprehension through discussion. They provide an opportunity for the teacher to assess a child s understanding, but unless the child already knows how to do the activity, it will not increase understanding. However, working collaboratively with one or more other students allows students to discuss, share ideas, and problem solve while completing the activity. Answering low level comprehension questions about a story. Building comprehension is not a hierarchical activity.