Maren Aukerman

Maren Aukerman
The University of Calgary | HBI · Werklund School of Education

PhD

About

22
Publications
5,763
Reads
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Citations
Introduction
Maren Aukerman does research in dialogic pedagogy and literacy education.

Publications

Publications (22)
Article
Full-text available
This randomized control trial evaluated the impact of dialogically organized reading instruction provided twice per week over six months in small-group settings to fifth grade students, primarily English learners , assessed as needing additional support in comprehension development. Our dialogically organized instruction treatment, which we call Sh...
Article
Full-text available
This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning “righ...
Article
This study offers an alternative to traditional notions of scaffolding for reading comprehension by tracing the evolution or a fifth-grade small group literature conversation in which the teacher sought to displace himself as "primary knower" (Berry, 1981) in the conversation. The study examines how the teacher shared evaluation with his students e...
Article
The author proposes that teachers of critical literacy must not only decenter texts as infallible authorities, but also decenter teachers as infallible (textual) authorities. She outlines problematic aspects of pursuing critical literacy as outcome, where there is heavy emphasis on having students parrot the teacher's viewpoint, and of pursuing cri...
Article
Full-text available
Science of reading is a term that has been used variously, but its use within research, policy, and the press has tended to share one important commonality: an intensive focus on assessed reading proficiency as the primary goal of reading instruction. Although well intentioned, this focus directs attention toward a problematically narrow slice of r...
Chapter
As the field of dialogic pedagogy expands, it has become increasingly clear that literacy researchers conceive of dialogism in differing ways that may also have differing implications for instructional practice. In this chapter, the authors argue that specific enactments of dialogic literacy pedagogy may be rooted in the dialogic value orientations...
Article
Appears in Language Arts. This study examines racial and cultural representation in e-books within the Raz-Kids online reading curriculum. Specifically, it applies a critical literacy lens to a sample of 172 Raz-Kids texts containing United States social studies content, examining whether and how the body of texts represent diverse parallel cultur...
Chapter
As the field of dialogic pedagogy expands, it has become increasingly clear that literacy researchers conceive of dialogism in differing ways that may also have differing implications for instructional practice. In this chapter, the authors argue that specific enactments of dialogic literacy pedagogy may be rooted in the dialogic value orientations...
Article
The authors examined how high school seniors conceptualized the task of writing college admissions essays, the audience for that writing, and themselves as potentially college‐worthy writers. In a survey and related interviews, students revealed more emphasis on generic good writing than on the narrative argument genre that college admissions perso...
Article
In this study, the authors examine how emergent bilingual second graders collaboratively constructed textual understandings, a phenomenon they call intercomprehending, by building on each other's contributions and positioning their ideas in relation to peer ideas. The study traces the interrelationships of the utterances of emergent bilingual stude...
Article
Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically d...
Article
Although scholarship in New Literacies increasingly emphasizes multimodal reading, some traditional perspectives on comprehension pedagogy continue to advocate for focusing discussion on linguistic content of texts, concerned that allowing students to discuss illustrations could siphon attention from the words (linguistic content). Largely absent f...
Article
Full-text available
The essays below were prepared following the LRA session organized by Janice Almasi entitled, “Examining the relative contributions of content knowledge and strategic processing to comprehension.” What unites these essays are the personal and historical stances that each writer has taken; in addition, the essays are rich with constructive critique...
Article
This study examines how bilingual second-grade students perceived of their reading competence and of the work of reading in two contrasting settings where texts were regularly discussed: a monologically organized classroom (MOC) and a dialogically organized classroom (DOC; as determined by prior analysis of classroom discourse). Interview data reve...
Article
For the middle school students in a Virtual Reading Group (VRG), it was easy to see their virtual discussion peers and their virtual teacher; all participants appeared simultaneously on a screen, with a separate box for each participating site. In this article, the authors offer an account of how the "realness" of virtual others was constructed by...
Article
Comprehension has often been conceptualized in ways that privilege either the "right" understanding of a text (comprehension-as-outcome), or getting to that "right" understanding (comprehension-as-procedure). This article makes a case that we should, instead, teach with an eye toward fostering comprehension-as-sense-making--a socially purposeful de...
Article
For second-language learners, “academic” language and “social” language are inextricably interwoven. Using examples from several primary classrooms, the author critiques current conceptualizations of second-language learning that distinguish between basic interpersonal communication skills and cognitive academic language proficiency (CALP). She arg...
Thesis
Thesis (Ph. D. in Education)--University of California, Berkeley, Spring 2004. Includes bibliographical references (leaves 239-244).
Article
Thesis (M.A.)--University of California, Berkeley, 2000. Includes bibliographical references (leaves 74-76).