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ERIC Number: EJ1015535
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0749-4025
Pressing for Elaboration in Student Talk about Texts
McElhone, D.
Journal of Classroom Interaction, v48 n1 p4-15 2013
This article explores the practice of one accomplished teacher who uses follow-up probes to press her fourth- and fifth-grade students to clarify and articulate their ideas more fully. Qualitative analysis of field notes, teacher and student interviews, and video recordings of instruction, and discourse analysis of reading conferences revealed four features of the classroom context that made it safe, sensible, and possible for this teacher to press students to extend their thinking during discussions. The teacher's positioning of students as capable and framing of reading as collaborative and interactive made questions that pressed students for elaboration fit naturally into instruction. (Contains 1 table.)
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: N/A