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ERIC Number: EJ1169109
Record Type: Journal
Publication Date: 2018-Mar
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0922-4777
Features of Instructional Talk Predictive of Reading Comprehension
Michener, Catherine J.; Patrick Proctor, C.; Silverman, Rebecca D.
Reading and Writing: An Interdisciplinary Journal, v31 n3 p725-756 Mar 2018
Increasingly, reading research has begun to address how students' linguistic environments may explain their reading achievement. In this exploratory analysis, we investigated how the rates of specific instructional talk moves predicted student reading comprehension achievement. Transcripts from third-, fourth-, and fifth-grade classrooms (teacher n = 31; student n = 236), were coded for nine talk moves established in the literature as involved in literacy and learning outcomes. Two-level hierarchical linear modeling was used to identify sources of linguistic comprehension, a necessary component of student reading comprehension. Controlling for students' decoding and fluency, semantic-syntactic knowledge, and initial reading comprehension, we found two talk moves significantly predicted reading comprehension. Teacher explanations [?[subscript 07](20.89); p = 0.05] and simple follow-up moves [?[subscript 06](10.44); p = 0.05] provided students with explicit instruction and exposure to academic language and the positive reinforcement to encourage student attention to the learning tasks and thus potentially more language exposure. In this sample, these moves provide further support for the simple view of reading (Hoover & Gough, 1990) that suggests that fostering student linguistic comprehension is pedagogically important for student reading at these levels.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: National Center for Education Research (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090152