Envisioning texts through cooperative learning - peer-led and teacher-led discussions


  • Nina Klang Uppsala University, Sweden
  • Johanna Åsman Uppsala University, Sweden
  • Maria Mattsson Uppsala University, Sweden
  • Claes Nilholm Uppsala University, Sweden
  • Jenny Wiksten Folkeryd Uppsala University, Sweden
DOI: https://doi.org/10.23865/njlr.v9.3627


Previous research has shown that cooperative learning interventions, in which reading comprehension strategies are embedded, have a positive effect on students’ reading comprehension. However, the question is whether these interventions give rise to genuine discussions, promoting flexible and dynamic understanding of texts. In this study, one lesson module from the intervention Cooperative Learning and Reading Comprehension (CL-RC; Klang et al., 2022) was studied using theory of stances of envisionment building (Langer, 2011). The results of the video analysis disclosed that, over the course of three lessons, the peer-led discussions and teacher-led discussions provided unique opportunities for student literary understanding. The results also revealed the limitations
of CL-RC intervention with regard to opportunities for students to focus on an author’s craft and literary elements or to use their envisionment in new unrelated situations. 

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How to Cite

Klang, N., Åsman, J., Mattsson, M., Nilholm, C., & Wiksten Folkeryd, J. (2023). Envisioning texts through cooperative learning - peer-led and teacher-led discussions. Nordic Journal of Literacy Research, 9(1), 1–20. https://doi.org/10.23865/njlr.v9.3627



Original Research Articles


cooperative learning, reading comprehension, reciprocal teaching, stances of envisionment building