Predicting Second and Third Graders’ Reading Comprehension Gains: Observing Students’ and Classmates Talk During Literacy Instruction Using COLT

Abstract

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2 nd-3 rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction.

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

“…Across settings, studies have also conceptualized teacher language as use of open-ended language to encourage interaction and close-ended language to elicit specific information (Walsh, 2002;Westgate & Hughes, 1997). These studies have primarily described the language environment, examining the relation between features of teachers' talk and students' communication (Connor et al, 2020;Jadallah et al, 2011;Liu, 2008;Sadler & Mogford-Bevan, 1997;Sparapani et al, 2020). Studies have found that teachers' use of open-ended language, such as asking open-ended questions and making contextual statements is associated with student participation (e.g., Milburn et al, 2014), generative or interactive talk (Connor et al, 2020;Duke et al, 2011;Reznitskaya et al, 2009), and on-topic initiations (Mercer, 1996;Walsh, 2002).…”

“…These studies have primarily described the language environment, examining the relation between features of teachers' talk and students' communication (Connor et al, 2020;Jadallah et al, 2011;Liu, 2008;Sadler & Mogford-Bevan, 1997;Sparapani et al, 2020). Studies have found that teachers' use of open-ended language, such as asking open-ended questions and making contextual statements is associated with student participation (e.g., Milburn et al, 2014), generative or interactive talk (Connor et al, 2020;Duke et al, 2011;Reznitskaya et al, 2009), and on-topic initiations (Mercer, 1996;Walsh, 2002). Open-ended language has also been linked with higher order thinking and academic achievement (Burchinal et al, 2008;Connor et al, 2020).…”

“…Studies have found that teachers' use of open-ended language, such as asking open-ended questions and making contextual statements is associated with student participation (e.g., Milburn et al, 2014), generative or interactive talk (Connor et al, 2020;Duke et al, 2011;Reznitskaya et al, 2009), and on-topic initiations (Mercer, 1996;Walsh, 2002). Open-ended language has also been linked with higher order thinking and academic achievement (Burchinal et al, 2008;Connor et al, 2020).…”

“…Close-ended questions have also been found to hinder student participation and generativity within an exchange (e.g., Milburn et al, 2014). By framing questions in a closeended manner, teachers may be providing more structure to interactions, yet they might also be limiting opportunities for their students think critically about the content and generate new, creative ideas and responses (Milburn et al, 2014)-which could potentially impact their developmental and educational outcomes (Connor et al, 2020).…”

“…Teacher language is considered a unique and powerful resource for classroom learning, because interactive patterns directly impact student outcomes (Downer et al, 2010;Pianta, 2016). Studies have documented predictive associations between teacher language and student outcomes (e.g., Connor et al, 2020;Howes et al, 2008;Mashburn et al, 2008), with high quality interactions linked to academic growth (Curby et al, 2009;Hamre & Pianta, 2005), social competence (Mashburn et al, 2008;Wilson et al, 2007), and fewer problem behaviors (National Institute of Child Health and Human Development Early Child Care Research Network, 2003). Specific features of talk, including teachers' use of open-ended questions, have also been associated with academic achievement and communication and language development (e.g., Burchinal et al, 2008;Milburn et al, 2014;Walsh, 2002).…”