ABSTRACT
Prior research in content reading has investigated discussion in classrooms, treating students’ discourse about the concepts in texts as literacy (e.g., Alvermann, Dillon, & O’Brien, 1987). Content reading and literacy methods textbooks include discussion as a literacy activity designed to promote students’ understanding of concepts in texts, build knowledge, clarify ideas, explore issues, and share perspectives (Alvermann & Phelps, 1998; Anders & Guzzetti, 1996; Vacca & Vacca, 1996). In content areas, treating discussion as literacy is based on Gee’s (1996) notion that learning the talk of a discipline is part of becoming literate in a field.
