Dialogic Instruction and Reading Outcomes

• In Event: 16.021 - Advances in Reading Instruction and Interventions

Abstract

We report on findings from a convergent mixed method study that pulls together features of instruction from empirical work on dialogic instruction and literacy outcomes. Multilevel modeling was used to explore how talk moves related to students’ reading comprehension outcomes (student n = 236; classroom n = 31; grades three – five). Quantitative analyses showed five significant talk moves predicted student reading comprehension achievement, two of which are the focus here. Uptake questions were shown to predict higher reading comprehension scores across both monolingual and bilingual students, while high-quality questions predicted lower scores. These conflicting results for dialogic instruction are discussed in quantitative and qualitative analytic terms.

Authors

• Catherine J. Michener, Rowan University

• Patrick Proctor, Boston College

• Rebecca Deffes Silverman, University of Maryland - College Park