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ERIC Number: EJ692249
Record Type: Journal
Publication Date: 2004-Jan
Pages: 27
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0270-2711
Classroom Talk for Rigorous Reading Comprehension Instruction
Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.
Reading Psychology an international quarterly, v26 n1 p27-53 Jan-Mar 2004
This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from three urban school districts. Quantitative analyses showed that students' demonstration of knowledge and thinking talk moves during the discussion had strong, positive relationships with the level of the rigor in the lesson. Qualitatively, the lesson transcripts were closely examined to find characteristics of teachers' questions that engage students in high-level thinking. This study also discussed implications for effective questioning in classroom.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)