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Journal of Research in Childhood Education Volume 31, 2017 - Issue 3
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Original Articles

A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction

Julie AnkrumIndiana University of Pennsylvania, Indiana, PennsylvaniaCorrespondence[email protected]
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,
Maria GenestLa Roche College, Pittsburgh, PennsylvaniaView further author information
&
Aimee MorewoodWest Virginia University, Morgantown, West VirginiaView further author information
Pages 313-323 | Received 15 May 2015, Accepted 28 Jun 2016, Published online: 16 May 2017
 
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ABSTRACT

The purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and teacher interviews were conducted to elicit information regarding beliefs about teaching and learning. Through their findings, the authors link the discourse patterns to teacher beliefs and discuss implications for student literacy acquisition.

Funding

This study was funded through the Central Research Development Fund at the University of Pittsburgh.

Additional information

Funding

This study was funded through the Central Research Development Fund at the University of Pittsburgh.

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