Middle School Reading Teachers' Listening Orientations

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-3 - Examining Teaching Practices Across the Content Areas

Abstract

Incorporating higher-level questions into classroom discourse is one instructional practice for challenging readers. Teachers’ use of follow-up questions may also advance student learning. Interpreting students’ contributions and responding with follow-up questions while engaged in discourse requires careful listening. Teachers’ listening orientations has gained increased attention in the mathematics education field; however, little is known about reading teachers’ listening orientations. In this basic qualitative study, we investigated five middle school reading teachers’ listening as they conducted individualized reading conferences with students at varied reading levels. Analysis of multiple-data sources indicated that the teachers listened to students with different orientations including evaluative, interpretive, and student-oriented listening. Few differences emerged in how teachers listened to students at varied reading levels.

Authors

• Cindy Marie Gilson, University of North Carolina - Charlotte

• Catherine A. Little, University of Connecticut