@article{Klang_Åsman_Mattsson_Nilholm_Wiksten Folkeryd_2023, title={Envisioning texts through cooperative learning – peer-led and teacher-led discussions}, volume={9}, url={https://nordicliteracy.net/index.php/njlr/article/view/3627}, DOI={10.23865/njlr.v9.3627}, abstractNote={<p>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<br />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. </p>}, number={1}, journal={Nordic Journal of Literacy Research}, author={Klang, Nina and Åsman, Johanna and Mattsson, Maria and Nilholm, Claes and Wiksten Folkeryd, Jenny}, year={2023}, month={Feb.}, pages={1–20} }