How classroom talk supports reading comprehension

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Authors

Wolf, M. K., Crosson, A. C., & Resnick, L. B., University of Pittsburgh

Publisher

Reading Psychology, 26, 2005, pp. 27-53
[Original title: Classroom Talk for Rigorous Reading Comprehension Instruction]

Introduction

How does classroom talk support reading comprehension?
Researchers in this study built on previous research which found that the use of collaborative talk during reading lessons was positively associated with student gains in comprehension and knowledge building. The researchers believed that classroom talk, in which teachers support students, can play an important part in helping students between the ages of six and fourteen, to deepen their understanding of text. They also suggested that as students develop into independent readers they begin to take increasing responsibility for leading the conversations that surround a text.

This study examined the quality of teachers’ and students’ talk in ten different schools. It found that effective classroom talk was linked to a high level of student’s thinking and active use of knowledge. Discussion based activities, in combination with academically challenging tasks, were positively related to students’ development of literacy skills. These activities were found to have a positive impact on student achievement when teachers:

initiated discussion by using an open ended query, e.g. ‘What’s going on here?’, and extend the discussion by asking a follow up query. ‘that is what the author said, but what did the author mean?’; and
used a significant number of describing and explaining questions, e.g. tell me how you solved the problem.

Keywords:
USA, Primary schools, Secondary schools, Literacy, Reading, Collaboration, Speaking and Listening, Questionning, Teaching and Learning

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did classroom talk affect students’ learning? What role did teachers’ talk play in student discussion? How was the study designed? How was talk assessed? What are the implications? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader How classroom talk supports reading comprehension This digest found in English Speaking and Listening Send to a friend Word doc 80KB Printer friendly Collate for later Authors Wolf, M. K., Crosson, A. C., & Resnick, L. B., University of Pittsburgh Publisher Reading Psychology, 26, 2005, pp. 27-53 [Original title: Classroom Talk for Rigorous Reading Comprehension Instruction] Introduction How does classroom talk support reading comprehension? Researchers in this study built on previous research which found that the use of collaborative talk during reading lessons was positively associated with student gains in comprehension and knowledge building. The researchers believed that classroom talk, in which teachers support students, can play an important part in helping students between the ages of six and fourteen, to deepen their understanding of text. They also suggested that as students develop into independent readers they begin to take increasing responsibility for leading the conversations that surround a text. This study examined the quality of teachers’ and students’ talk in ten different schools. It found that effective classroom talk was linked to a high level of student’s thinking and active use of knowledge. Discussion based activities, in combination with academically challenging tasks, were positively related to students’ development of literacy skills. These activities were found to have a positive impact on student achievement when teachers: initiated discussion by using an open ended query, e.g. ‘What’s going on here?’, and extend the discussion by asking a follow up query. ‘that is what the author said, but what did the author mean?’; and used a significant number of describing and explaining questions, e.g. tell me how you solved the problem. Keywords: USA, Primary schools, Secondary schools, Literacy, Reading, Collaboration, Speaking and Listening, Questionning, Teaching and Learning