Prior Knowledge and Its Activation in Elementary Classroom Discourse

Autor/inn/en	Hattan, Courtney; Alexander, Patricia A.
Titel	Prior Knowledge and Its Activation in Elementary Classroom Discourse
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 6, S.1617-1647 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hattan, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10022-8
Schlagwörter	Prior Learning; Elementary School Students; Classroom Communication; Prompting; Teacher Student Relationship; Interaction; Private Schools; Reading + Suchen Sie Ihr Suchwort? Vorkenntnisse; Klassengespräch; Benutzerführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Private school; Privatschule; Leseprozess; Lesen
Abstract	The purpose of the current study was to: (a) examine the frequency of prior knowledge (PK) activation in elementary classrooms while students were engaged with text, (b) investigate the relevance of students' responses to teacher prompts, (c) explore the nature of teachers' and students' prior knowledge activation utterances, and (d) investigate whether there were discernible routines in the interactions between teachers and students when activating PK. Participants were 6 teachers and 99 students from a private elementary school in the mid-Atlantic. An analysis of classroom discourse suggested that teachers infrequently prompted students to activate their prior knowledge during reading. Yet, when teachers did prompt PK, they asked about a prior lesson most often, or about a specific text, students' world knowledge, or their personal experiences. Students then responded to their teachers according to the prompted referential frame. Additionally, four routines of classroom discourse were identified in the data including "nonresponsive," "question-answer," "simple feedback," and "interaction" routines, with less elaborate routines being most common and primarily occurring at the beginning of lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01