Sponsorship Reading as an Inclusive Strategic at School: Fundamentals and Keys for its Implementation
Keywords:
Sponsorship Reading, Heterogeneous groups, Inclusive school, Social interactionAbstract
The development of inclusive schools and classrooms is today one of the main challenges for educational systems. Learning occurs through the interaction and dialogue between people. Based on that, in this article we present a literature review on groupings within the classroom that promote learning through inclusive practices, as well as coexistence and group cohesion. One type of inclusive grouping is the Sponsorship Reading (SR) experience, the purpose of which is to improve reading learning by promoting social interaction. Through an international sys- tematic review in the WOS, Scopus and Dialnet databases, a qualitative exploratory study has been carried out. The study results in the identification of the main theoretical and practical keys when organizing the SR experience, thus, serving as a guide for teachers, to help them through its implementation. The conclusions lead us to reflect on the benefits of SR that, even in scenarios threatened by the health crisis, foster the development of academic, relatio- nal, and communicative skills, involving the educational community in dialogue-based learning.
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References
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Dixon-Krauss, L. A. (1995). Partner reading and writing - Peer social dialog and the zone of proximal development. Journal of Reading Behavior, 27(1), 45-63.
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Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.
Morrice, C., & Simmons, M. (1991). Beyond reading buddies - A whole language cross-age program. Reading Teacher, 44(8), 572-577.
Ogle, D., & Correa-Kovtun, A. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. Reading Teacher, 63(7), 532-542.
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Pàmies Rovira, J. (2013). El impacto de los agrupamientos escolares. los espacios de aprendizaje y sociabilidad de los jóvenes de origen marroquí en barcelona. Revista De Educación, (362), 133-158.
Pàmies Rovira, J., & Castejón, A. (2015). Distribuyendo oportunidades: El impacto de los agrupamientos escolares en la experiencia de los estudiantes. Revista De La Asociación De Sociología De La Educación (RASE), 8(3), 335-348.
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Pinazo-Hernandis, S., & Pinazo-Clapes, C. (2018). Literatura y transgeneracionalidad: Un proyecto intergeneracional de apadrinamiento lector en ámbito residencial. Ocnos: Revista De Estudios Sobre Lectura, 17(3), 42-54.
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Rubinstein-Avila, E. (2003). Negotiating power and redefining literacy expertise: Buddy Reading in a dual-immersion programme. Journal of Research in Reading, 26(1), 83-97. doi: 10.1111/1467-9817.261007
Ruiz-Eugenio L, Roca-Campos E, León-Jiménez S and Ramis-Salas M (2020) Child Well-Being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes. Front. Psychol. 11:567449.
Shegar, C. (2009). Buddy reading in a Singaporean primary school: Implications for training and research. RELC Journal, 40(2), 133-148.
Silverman, R., Kim, Y.-S., Hartranft, A., Nunn, S., & McNeish, D. (2017). Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension. Journal of Educational Research, 110(4), 391-404.
Simpson, L. A., & Bui, Y. (2017). Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism. Intervention in School and Clinic, 53(1), 44-49. https://10.1177/1053451217692570
Soler, R. M., & Guilera, M. (2006). Las agrupaciones escolares, ¿por qué se replantean? Aula De Innovación Educativa, (149), 51-54.
Swan, A. M. (1992). Wordless Picture Book Buddies. Reading Teacher, 45(8), 655-655.
Theurer, J. L., & Schmidt, K. B. (2008). Coaching Reading Buddies for Success. Reading Teacher, 62(3), 261-264. doi: 10.1598/rt.62.3.8
Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17-33.
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners' Buddy Reading and Individual Comprehension of Interactive App Books. Aera Open, 5(3), 2332858419869343.
Azorín Abellán, C. M. (2017). El apadrinamiento lector entre estudiantes. Una estrategia favorecedora de la inclusión en la escuela. Ocnos: Revista De Estudios Sobre Lectura, 16(2), 27-36.
Block, C. C., & Dellamura, R. J. (2000). Better book buddies. Reading Teacher, 54(4), 364-370.
Bromley, K. D. (1989). Buddy journals make the reading-writing connection. Reading Teacher, 43(2), 122-129.
Bromley, K., Winters, D., & Schlimmer, K. (1994). Book Buddies - Creating enthusiasm for literacy learning. Reading Teacher, 47(5), 392-400.
Brown, S. A. (2006). Investigating classroom discourse surrounding partner reading. Early Childhood Education Journal, 34(1), 29-36.
Buschman, L. (2003). Buddies aren't just for reading, they're for spelling too! Reading Teacher, 56(8), 747-752.
Caserta-Henry, C. (1996). Reading buddies: A first-grade intervention program. Reading Teacher, 49(6), 500-503.
Cheon, G. (2013). The Concept and Effects of Partner Reading. Journal of Reading Research, 30, 337-364.
Christ, T., & Wang, X. C. (2012). Young children's opportunities to use and learn theme-related vocabulary through buddy "reading". Literacy Research and Instruction, 51(4), 273-291.
Christ, T., Chiu, M. M., & Wang, X. C. (2014). Preschoolers' engagement with reading behaviours: a statistical discourse analysis of peer buddy-reading interactions. Journal of Research in Reading, 37(4), 375-408.
Christ, T., Wang, X. C., & Chiu, M. M. (2015). Emergent readers’ social interaction styles and their comprehension processes during buddy reading. Literacy Research and Instruction, 54(1), 45-66.
Christ, T., Wang, X. C., & Erdemir, E. (2018). Young children's buddy reading with multimodal app books: reading patterns and characteristics of readers, texts, and contexts. Early Child Development and Care, 188(8), 1012-1030.
Cianca, S. (2012). Cross-age reading buddies and cultural-sensitive literature: Student-centered english language instruction in an Ethiopian budget school. Journal of Research in Childhood Education, 26(4), 392-417.
Dixon-Krauss, L. A. (1995). Partner reading and writing - Peer social dialog and the zone of proximal development. Journal of Reading Behavior, 27(1), 45-63.
Dolman, H., & Boyte-Hawryluk, S. (2013). Impact of the reading buddies program on reading level and attitude towards reading. Evidence Based Library and Information Practice, 8(1), 35-46.
Dopazo, A. Mª. (2015). Apadriña un lector: A lectura rompe a “fronteira” entre a educación secundaria e a primaria. Eduga: Revista Galega do Ensino, (70)
Fernández Batanero, J. M. (2005-2006). ¿Educación inclusiva en nuestros centros educativos? Sí, pero ¿cómo? Contextos Educativos: Revista De Educación, (8), 135-145.
Flecha, R. (Ed.) (2015). Successful educational actions for Inclusion and Social Cohesion in Europe. Springe.
Flint, T. K. (2010). Making meaning together: Buddy reading in a first grade classroom. Early Childhood Education Journal, 38(4), 289-297.
Friedland, E. S., & Truesdell, K. S. (2004). Kids reading together: Ensuring the success of a buddy reading program. Reading Teacher, 58(1), 76-79.
García-Carrión,R. y Villardón, L. (2017). La interacción y el diálogo para una educación infantil de calidad. Aula de Infantil, 89, 31-3. ISSN 1577-5615
Grau, R., & García, L. (2017). Prácticas socioeducativas para mejorar la convivencia escolar. Una experiencia en un centro de acción educativa singular (Valencia, España). Revista Sobre La Infancia y La Adolescencia, (12), 42-50.
Hempel, S. (2020). Conducting your literature review. American Psychological Association.
Hwang, K.-W. (2016). Analysis of dialogue during partner reading. Journal of Reading Research, 39, 95-122.
Kemp, J. (1990). Reading buddies. Reading Teacher, 44(4), 356-356.
Lam, S. F., Chow-Yeung, K., Wong, B. P. H., Lau, K. K., & Tse, S. I. (2013). Involving parents in paired reading with preschoolers: Results from a randomized controlled trial. Contemporary Educational Psychology, 38(2), 126-135.
Lysaker, J., McCormick, K., & Brunette, C. C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers’ relationships with their reading buddies. Reading Research and Instruction, 44(2), 21-45.
Mak, B., Coniam, D., & Kwan, M. C. S. (2008). A buddy reading programme in Hong Kong schools. ELT Journal, 62(4), 385-394.
Marchand-Martella, N. E., Martella, R. C., Nelson, J. R., Waterbury, L., Shelley, S. A., Cleanthous, C., & Hatfield, D. (2002). Implementation of the sound partners reading program. Journal of Behavioral Education, 11(2), 117-130.
Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.
Morrice, C., & Simmons, M. (1991). Beyond reading buddies - A whole language cross-age program. Reading Teacher, 44(8), 572-577.
Ogle, D., & Correa-Kovtun, A. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. Reading Teacher, 63(7), 532-542.
Organización de Naciones Unidas (2015). Agenda 2030 para el desarrollo de la Sostenibilidad. Disponible en: https://www.un.org/sustainabledevelopment/es/sustainable-development-goals/
Pakulski, L. A., & Kaderavek, J. N. (2012). Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss. Volta Review, 112(2), 87-112.
Pàmies Rovira, J. (2013). El impacto de los agrupamientos escolares. los espacios de aprendizaje y sociabilidad de los jóvenes de origen marroquí en barcelona. Revista De Educación, (362), 133-158.
Pàmies Rovira, J., & Castejón, A. (2015). Distribuyendo oportunidades: El impacto de los agrupamientos escolares en la experiencia de los estudiantes. Revista De La Asociación De Sociología De La Educación (RASE), 8(3), 335-348.
Pilonieta, P., Hathaway, J., I., & Casto, A. (2020). Kindergartners' Strategic Talk During Partner Reading. Reading & Writing Quarterly, 36(5), 397-417. https://10.1080/10573569.2019.1650679
Pinazo-Hernandis, S., & Pinazo-Clapes, C. (2018). Literatura y transgeneracionalidad: Un proyecto intergeneracional de apadrinamiento lector en ámbito residencial. Ocnos: Revista De Estudios Sobre Lectura, 17(3), 42-54.
Rivero, M. A., Behr, A., & Pesce, G. (2019). Gestión de la educación a distancia: revisión sistemática de la literatura. RIDCA.
Rubinstein-Avila, E. (2003). Negotiating power and redefining literacy expertise: Buddy Reading in a dual-immersion programme. Journal of Research in Reading, 26(1), 83-97. doi: 10.1111/1467-9817.261007
Ruiz-Eugenio L, Roca-Campos E, León-Jiménez S and Ramis-Salas M (2020) Child Well-Being in Times of Confinement: The Impact of Dialogic Literary Gatherings Transferred to Homes. Front. Psychol. 11:567449.
Shegar, C. (2009). Buddy reading in a Singaporean primary school: Implications for training and research. RELC Journal, 40(2), 133-148.
Silverman, R., Kim, Y.-S., Hartranft, A., Nunn, S., & McNeish, D. (2017). Effects of a multimedia enhanced reading buddies program on kindergarten and Grade 4 vocabulary and comprehension. Journal of Educational Research, 110(4), 391-404.
Simpson, L. A., & Bui, Y. (2017). Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism. Intervention in School and Clinic, 53(1), 44-49. https://10.1177/1053451217692570
Soler, R. M., & Guilera, M. (2006). Las agrupaciones escolares, ¿por qué se replantean? Aula De Innovación Educativa, (149), 51-54.
Swan, A. M. (1992). Wordless Picture Book Buddies. Reading Teacher, 45(8), 655-655.
Theurer, J. L., & Schmidt, K. B. (2008). Coaching Reading Buddies for Success. Reading Teacher, 62(3), 261-264. doi: 10.1598/rt.62.3.8
Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17-33.
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners' Buddy Reading and Individual Comprehension of Interactive App Books. Aera Open, 5(3), 2332858419869343.
Published
2022-01-28
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Alvarez Rementeria, M. ., Darretxe, L. ., & Arotegui Barandica, I. (2022). Sponsorship Reading as an Inclusive Strategic at School: Fundamentals and Keys for its Implementation. Mamakuna, (18), 78–89. Retrieved from https://revistas.unae.edu.ec/index.php/mamakuna/article/view/649
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