Classroom Talk for Rigorous Reading Comprehension Instruction

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

doi:10.1080/02702710490897518

Cited by 128 publications

(108 citation statements)

References 9 publications

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“…The literature further describes the types of strategies or the means readers employ when entering, monitoring, and engaging in reading and developing comprehension (e.g., Duke & Pearson, 2002;Oster, 2001;Wolf et al, 2004). Through the use of think alouds, research has illuminated specific strategies, such as setting purposes before reading, developing questions, solving unclear ideas, and summarizing ideas as they read (e.g., Duke & Pearson, 2002;Kucan & Beck, 1997;Staskowski & Creaghead, 2001).…”

Section: Talk and Reading Processesmentioning

confidence: 99%

“…The significance of these questions lies in the argument that individuals working with readers, both parents and teachers, need to become informed listeners who know what they are listening to when readers engage in talk while reading; however, attempts to listen effectively are successful only when such individuals are trained to listen and respond to those around them (Wolf, Crosson, & Resnick, 2004). There is very little published research on how to assist parents in becoming strategic reading partners with their children.…”

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confidence: 99%

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The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

Kabuto

2012

L & L

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This article investigates the substance and possible purposes of talk that accompanies oral reading events within a mother-daughter case study. The findings presented in this paper are from a case study that was part of a larger Family Retrospective Miscue Analysis study that assisted parents in becoming strategic partners who build on the strengths of their children when reading with them. This article presents the functions of talk that accompany oral readings, the insights gained about reading as a meaning-construction process, and how parents can benefit from listening to their children's talk during oral reading sessions. The above vignette was part of a reading interview conducted with Becky, a 9-year-old struggling reader who, along with her mother Nancy, participated in a research study that sought to investigate the family dynamics between struggling readers and their parents and to explore how their parents worked with these readers in the home setting.This article seeks to explore the nature of the talk that spontaneously evolved out of Becky's oral reading during 10 family reading sessions with Becky and her mother Nancy. Talk, as seen in this article, is viewed as a window into Becky's thinking when she is reading and as a social means for knowledge construction. This article addresses the following questions that evolved out of the case study:  What functions does talk serve for Becky as she is orally reading?  What insights can other participants gain by studying how Becky problemsolves with texts when listening to her self-verbalizing talk?

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Section: Talk and Reading Processesmentioning

confidence: 99%

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confidence: 99%

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

Kabuto

2012

L & L

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“…Accountable Talk has three major components: accountability to the learning community, defined as students' ability to link their ideas to those of other students (otherwise known as uptake); accountability to accurate knowledge, defined as students' abilities to support their ideas with evidence from text; and, accountability to rigorous thinking or reasoning, defined as students' abilities to explain their thinking (Cazden, 2001;Billings & Fitzgerald, 2002;Wolf, Crosson, & Resnik, 2006 (Cazden, 2001;Wells, 1999Wells, , 2001Billings & Fitzgerald, 2002;Hadjioannu, 2007). In IRE,…”

Section: Definitions Of Terminologymentioning

confidence: 99%

Engaging Students in Authentic Discussion in the Secondary English Classroom

Carpenter¹

2014

Preprint

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Using the social constructivist lens, I frame a call for action that advocates for the use of critical literacy and a protocol for discussion in the English language arts classroom. Salon authentic discussion will present teachers with a powerful new pedagogy for critical literacy instruction in the secondary ELA classroom especially in this critical time when standards and accountability for both students and teachers is being redefined.As a teacher-researcher, I am in the best position to investigate how students can become equipped to meet proficiency in speaking and listening a standardsbased era. Using grounded theory methodology, I examine authentic discussion that has the power to stir controversy, recognize the claims of others, and continually engage participants in the search for identity and meaning (Ayers, 2004).An investigation into the literature reveals the difficulties associated with conducting authentic discussion as well as the gap in the literature that provides educators with the necessary ingredients for its success. Grounded theory emerges in an argument advocating the use of a combination of literary theory, social motivation, Accountable Talk, and critical literacy that can be used to best prepare

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“…Classroom talk has drawn an increasing interest among educators and researchers as it has come to be viewed as a rich lens for analysing the role of student-teacher interaction in teaching and learning (Wolf, Crosson & Resnick, 2005). This follows from the notion that learning is both individual and social, in that "all higher mental functions are internalised social relationships" (Vygotsky, 1986).…”

Section: Introductionmentioning

confidence: 99%

The Level and Quality of Accountability Talk in the Science Lessons

Motlhabane

2016

EURASIA J MATH SCI T

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Classroom Talk for Rigorous Reading Comprehension Instruction

Cited by 128 publications

References 9 publications

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

The Content and Purposes of Talk that Accompanies Oral Reading Events:Insights from a Mother-Daughter Case Study

Engaging Students in Authentic Discussion in the Secondary English Classroom

The Level and Quality of Accountability Talk in the Science Lessons

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