ERIC Number: EJ516145
Record Type: CIJE
Publication Date: 1995
Reference Count: 0
Why Students Learn: The Nature of Teacher Talk during Reading.
Mariage, Troy V.
Learning Disability Quarterly, v18 n3 p214-34 Sum 1995
This study examined patterns of reading-related classroom dialog of three low-gaining and three high-gaining special education teachers. High-gaining teachers spent considerably more time scaffolding student responses, modeling reading strategies, encouraging risk-taking, and transferring control of the reading process to students. Low-gaining teachers spent most of their time evaluating students' responses. (Author/PB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A