Published In

Reading Psychology

Document Type

Post-Print

Publication Date

11-2012

Subjects

Discourse analysis, Reading comprehension, Oral communication

Abstract

This study examines interactions between teachers and students during reading comprehension instruction to determine how certain patterns of teacher-student talk support student comprehension achievement and reading engagement. The central focus of the study is conceptual press discourse, a pattern of teacher response that includes requests for evidence, examples, clarification, and elaboration. Hierarchical Linear Modeling analysis of data from 21 fourth- and fifth-grade classrooms (495 students) indicated that in classrooms where teachers more frequently used discourse patterns that reduced conceptual press, students demonstrated weaker comprehension and engagement outcomes.

Description

This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Reading Psychology 2012 [copyright Taylor & Francis], available online at: http://dx.doi.org/10.1080/02702711.2011.561655. The manuscript is embargoed until June 2014.

Persistent Identifier

http://archives.pdx.edu/ds/psu/9047

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