Abstract
This paper discusses a novel classroom reading activity, in which students in groups of three explain what has been understood after reading the same passage individually. The students do not simply agree or disagree with each other's explanations, but they also identify discrepancies between them, add supplemental explanations and raise issues, concerns or questions amongst each other, leading to a better overall understanding. Such mutual interactions encourage students to re-examine the appropriateness of their own understanding allowing them to comprehend the passage more deeply, which ultimately and on a whole, improves the efficacy of classroom reading activities.
