how classroom talk supports reading comprehension
TRANSCRIPT
How classroom talk supports How classroom talk supports reading comprehensionreading comprehension
Key issue addressed by the studyKey issue addressed by the study
This study explored:This study explored:– the quality of teachers’ and students’ talk in ten the quality of teachers’ and students’ talk in ten
different US primary schoolsdifferent US primary schools– the impact of talk on pupils’ ability to analyse and the impact of talk on pupils’ ability to analyse and
interpret textinterpret text
Characteristics of effective teacher talk Characteristics of effective teacher talk identified by the studyidentified by the study Features of teacher talk that encouraged pupil Features of teacher talk that encouraged pupil
participation and enhanced their understanding, participation and enhanced their understanding, included:included:
– reformulating and summarising what pupils had reformulating and summarising what pupils had said to make their ideas accessible to others said to make their ideas accessible to others
– using questions that encourage pupils to come using questions that encourage pupils to come up with their own ideasup with their own ideas
– pressing pupils to elaborate on their ideas, e.g. pressing pupils to elaborate on their ideas, e.g. ‘How did you know that?’ or ‘That is what the ‘How did you know that?’ or ‘That is what the author said, but what did the author mean?’ author said, but what did the author mean?’
Characteristics of ineffective teacher Characteristics of ineffective teacher talktalk Asking a question without following it up or relating pupils’ Asking a question without following it up or relating pupils’
answers to the textanswers to the text Merely checking pupils’ comprehension often through yes-Merely checking pupils’ comprehension often through yes-
no answers that left little room for students to elaborateno answers that left little room for students to elaborate Over-scaffolding pupils’ learning by providing too much Over-scaffolding pupils’ learning by providing too much
information and framing questions so that they only had to information and framing questions so that they only had to complete the teachers’ sentencecomplete the teachers’ sentence
Who were the children in the study?Who were the children in the study?
441 students between the ages of six and fourteen from ten schools441 students between the ages of six and fourteen from ten schools The students were from diverse ethnic backgrounds and twenty The students were from diverse ethnic backgrounds and twenty
percent were considered to be English language learners.percent were considered to be English language learners. Twenty one teachers Twenty one teachers
How was the information gathered?How was the information gathered?
Researchers observed lessons that included the following Researchers observed lessons that included the following elements:elements:
– reading text aloud to, with or by the pupils reading text aloud to, with or by the pupils
– teacher led whole group discussion for about 20 minutesteacher led whole group discussion for about 20 minutes
– teacher assigned tasks for small group or independent teacher assigned tasks for small group or independent workwork
Lessons were analysed against the following two criteria:Lessons were analysed against the following two criteria:
– how well the talk encouraged meaningful student how well the talk encouraged meaningful student participationparticipation
– how well the talk helped to deepen students’ how well the talk helped to deepen students’ understanding of the lessonunderstanding of the lesson
The criteria used to assess the quality of The criteria used to assess the quality of classroom talk classroom talk Encouraging participation – how far:Encouraging participation – how far:
– did teachers and pupils ensure that all did teachers and pupils ensure that all followed the discussion?followed the discussion?
– did teachers and pupils ensure that answers did teachers and pupils ensure that answers were justified?were justified?
– were speakers prompted to explain their were speakers prompted to explain their thinking and draw logical conclusions?thinking and draw logical conclusions?
Deepening understanding – how Deepening understanding – how well:well:– did pupils engage in challenging tasks did pupils engage in challenging tasks
requiring them to explain their thinking? requiring them to explain their thinking?
– did pupils engage in high-level tasks e.g. did pupils engage in high-level tasks e.g. interpreting and analysing for underlying interpreting and analysing for underlying meaning?meaning?
How can teachers use the evidence in How can teachers use the evidence in this study?this study?
The study highlighted the ways in which effective teacher talk The study highlighted the ways in which effective teacher talk created a learning environment that engages pupils in rigorous created a learning environment that engages pupils in rigorous thinking about the ideas being expressed. What strategies do you thinking about the ideas being expressed. What strategies do you already use to help ensure that classroom talk encourages pupils to already use to help ensure that classroom talk encourages pupils to exploring their own and others’ ideas? What might help extend this? exploring their own and others’ ideas? What might help extend this?
To find out what talk is like in your classroom, would recording talk To find out what talk is like in your classroom, would recording talk by video or as a sound recording help? Could you work together with by video or as a sound recording help? Could you work together with colleagues on this in order to identify ways to encourage more colleagues on this in order to identify ways to encourage more effective student talk?effective student talk?
How can school leaders use the How can school leaders use the evidence in this study?evidence in this study? Pupils’ responses often depend on the type of Pupils’ responses often depend on the type of
questions that teachers use. questions that teachers use. – What support do you offer to help teachers to develop their What support do you offer to help teachers to develop their
questioning techniques? questioning techniques? – Do teachers have opportunities to work with each other and Do teachers have opportunities to work with each other and
their students to reflect on how they all use particular their students to reflect on how they all use particular questioning strategies? questioning strategies?
– What CPD could you offer to help develop teachers’ What CPD could you offer to help develop teachers’ strategies for improving classroom talk for learning?strategies for improving classroom talk for learning?
Follow-up readingFollow-up reading
Study reference: Study reference: How classroom talk supports reading How classroom talk supports reading comprehension Wolf, M. K., Crosson, A. C., & Resnick, L. B., (2005) comprehension Wolf, M. K., Crosson, A. C., & Resnick, L. B., (2005) Reading Psychology, 26, 2005, pp. 27-53Reading Psychology, 26, 2005, pp. 27-53
[Original title: Classroom Talk for Rigorous Reading Comprehension [Original title: Classroom Talk for Rigorous Reading Comprehension Instruction]Instruction]
Summary available at: Summary available at: http://www.standards.dfes.gov.uk/research/themes/speakandlisten/classroomtalk/
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