Abstract
Abstract
This pilot study, grounded in sociocultural theory, humanizing pedagogy, and dialogic theory, examines how fourth-grade students perceive their peers as their primary audience. It explores how writing becomes a social and relational act that enhances purpose, voice, and identity. As a teacher-researcher in a rural Pennsylvania district, I collaborated with other teachers to build a community of writers as students shared, discussed, and received feedback on their work. Responsive surveys with students revealed key themes: 1. Sharing writing with peers boosts student motivation and involvement; 2. their writing becomes more meaningful, fostering a sense of ownership; and 3. quality improves through peer feedback and affirmation of student identity. Memos also indicated increased student engagement and thoughtfulness when writing was meant for others. Despite ongoing pressures from standardized testing that limit more humanizing writing practices, the study shows that peer-audience writing offers valuable opportunities for students to exercise agency and express their identity. The findings underscore the importance of conducting further research into how peer dialogue and audience awareness can enhance writing instruction and foster more inclusive, authentic classroom communities.
Recommended Citation
Lorelli, Christina N.
(2026)
"Elementary Students’ Perceptions of Peers as Audience,"
Michigan Reading Journal: Vol. 58:
Iss.
3, Article 10.
Available at:
https://scholarworks.gvsu.edu/mrj/vol58/iss3/10