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ERIC Number: ED435703
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Understanding Teacher Talk To Inform One-to-One Literacy Instruction.
Rodgers, Emily
A detailed analysis was conducted of the patterns of interactions between a child and a teacher in a one-to-one reading tutorial setting in the context of the Reading Recovery literacy program. The interactions between a teacher and two of her students were observed, videotaped, and analyzed. The participation of the two students in problem solving at a point of difficulty changed over time. One student took a greater role in problem solving, all the while reading more complex text. The participation of the other student changed very little, and the teacher did not seem to offer him the same kind of support. The scaffolding the teacher offered the lower achieving student may not have been as helpful. Overall, the findings demonstrate the great importance of the teacher in the tutorial process. (Contains 7 figures and 23 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A