ERIC Number: EJ984373
Record Type: Journal
Publication Date: 2012
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse
McElhone, Dot
Reading Psychology, v33 n6 p525-561 2012
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. (Contains 8 tables, 1 figure and 2 notes.)
Descriptors: Reading Instruction, Reading Comprehension, Teacher Student Relationship, Classroom Communication, Teacher Response, Hierarchical Linear Modeling, Grade 4, Grade 5, Discussion (Teaching Technique), Evidence, Reading Motivation, Learner Engagement, Thinking Skills
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A