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Abstract
The present study provides an analysis of the effects of particular patterns of teacher respose to students’ entries in dialogue journals. It extended on previous research related to teacher‐student instructional discourse by concentrating on written, teacher‐student interactions. Second grade children who were participating in a daily dialogue journal activity were randomly subjected to two types of response patterns by their teacher. The results show that a teacher's elaborative responses to student journal entries directly lead to increase written output by students coupled with a distinct process #ophigher order#cp orientation of student entries.