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Reading Psychology Volume 26, 2005 - Issue 1
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Original Articles

CLASSROOM TALK FOR RIGOROUS READING COMPREHENSION INSTRUCTION

Mikyung Kim Wolf University of Pittsburgh, Pittsburgh, Pennsylvania, USA
,
Amy C. Crosson University of Pittsburgh, Pittsburgh, Pennsylvania, USA
&
Lauren B. Resnick University of Pittsburgh, Pittsburgh, Pennsylvania, USA
Pages 27-53 | Published online: 21 Feb 2011

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Amy Clark. (2024) Flexible co-construction of meaning: facilitating emergent bi/multilingual children’s emergent exploratory talk in Spanish literature discussions. International Multilingual Research Journal 18:1, pages 67-92.
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Carol McDonald Connor, Benjamin Kelcey, Nicole Sparapani, Yaacov Petscher, Sarah W. Siegal, Ashley Adams, Jin Kyoung Hwang & Joanne F. Carlisle. (2020) Predicting Second and Third Graders’ Reading Comprehension Gains: Observing Students’ and Classmates Talk During Literacy Instruction Using COLT. Scientific Studies of Reading 24:5, pages 411-433.
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Eric B. Freedman. (2020) When discussions sputter or take flight: Comparing productive disciplinary engagement in two history classes. Journal of the Learning Sciences 29:3, pages 385-429.
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Christine M. Leighton, Evelyn Ford-Connors, C. Patrick Proctor & Jennifer Wyatt. (2019) Engaging Second-grade English Learners in Complex Texts, Topics, and Tasks. Literacy Research and Instruction 58:4, pages 272-294.
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Sandra Patricia Rojas Rojas, Alejandra Meneses & Emilio Sánchez Miguel. (2019) Teachers’ scaffolding science reading comprehension in low-income schools: how to improve achievement in science. International Journal of Science Education 41:13, pages 1827-1847.
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Amy L. Boelé. (2017) Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say. Reading & Writing Quarterly 33:1, pages 20-36.
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Maureen Boyd & Yiren Kong. (2017) Reasoning Words as Linguistic Features of Exploratory Talk: Classroom Use and What It Can Tell Us. Discourse Processes 54:1, pages 62-81.
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Elaheh Tavakoli & Mohammad Davoudi. (2016) Question generation behavior of reflective teachers . Reflective Practice 17:4, pages 415-429.
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Teresa Sosa, Allison H. Hall, Susan R. Goldman & Carol D. Lee. (2016) Developing Symbolic Interpretation Through Literary Argumentation. Journal of the Learning Sciences 25:1, pages 93-132.
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Jeanne Wanzek, Sharon Vaughn, Shawn C. Kent, Elizabeth A. Swanson, Greg Roberts, Martha Haynes, Anna-Mária Fall, Stephanie J. Stillman-Spisak & Michael Solis. (2014) The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School. Journal of Research on Educational Effectiveness 7:2, pages 183-204.
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Christine Howe & Manzoorul Abedin. (2013) Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education 43:3, pages 325-356.
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Dot McElhone & Teri Tilley. (2013) Following the Teacher's Lead in Professional Development to Improve Classroom Talk Around Texts. Action in Teacher Education 35:1, pages 3-18.
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GertJ van der Westhuizen. (2012) Reading comprehension interaction – a conversation analysis perspective. Southern African Linguistics and Applied Language Studies 30:3, pages 361-375.
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Araceli Broncano, Elena Ciga & Emilio Sánchez. (2011) ¿Qué papel tiene la lectura de los textos en el seno de las Unidades Didácticas?. Culture and Education 23:1, pages 57-74.
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Linda Kucan. (2009) Engaging Teachers in Investigating Their Teaching as a Linguistic Enterprise: The Case of Comprehension Instruction in the Context of Discussion. Reading Psychology 30:1, pages 51-87.
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