Features of Instructional Talk Predictive of Reading Comprehension

Autor/inn/en	Michener, Catherine J.; Patrick Proctor, C.; Silverman, Rebecca D.
Titel	Features of Instructional Talk Predictive of Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 3, S.725-756 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michener, Catherine J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9807-4
Schlagwörter	Reading Achievement; Reading Comprehension; Grade 3; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Predictor Variables; Classroom Environment; Classroom Communication; Correlation; Teaching Methods; Language Skills; Coding; Hierarchical Linear Modeling; Syntax; Semantics; Reading Fluency + Suchen Sie Ihr Suchwort? Leseleistung; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Klassenklima; Unterrichtsklima; Klassengespräch; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Codierung; Programmierung; Semantik
Abstract	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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01