Teacher talk: A summary analysis of effective teachers’ discourse during primary literacy lessons

Document Type

Article

Journal/Book Title/Conference

Journal of Classroom Interaction

Volume

33

Issue

2

Publication Date

1998

First Page

16

Last Page

24

Abstract

This study explored the classroom discourse of effective primary teachers to determine communication patterns extant during literacy instruction. Twenty qualitatively determined codes common across files were collapsed into five literacy-oriented categories. Results indicate that these teachers established literacy communities and encouraged students to participate as responsible, contributing citizens. These teachers' talk focused on tasks, modeled strategies, and provided a process perspective to literacy. The study rendered a profile of effective teacher-student communication during literacy-learning processes. The shareable insights enlighten educators regarding the multifarious nature of literacy instruction and contribute to an effective teacher-talk schema that may serve to ameliorate instruction.

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