Classroom Talk to Support Reading Comprehension in First-Grade Literacy Lessons

• In Event: Instructional Interventions and Practices in Literacy

Abstract

Productive classroom talk can be a powerful way for students to express their understanding of text (van der Veen, van der Wilt, van Kruistum, van Oers, & Michaels, 2017). While case studies on early elementary literacy instruction suggest ways to foster reading comprehension through classroom talk (e.g., Maloch et al., 2013; Maurer, 2010), the current study analyzed comparisons among typical first grade classrooms with differing approaches to reading comprehension instruction. This qualitative case study of first grade literacy instruction queried the ways reading comprehension is addressed, the types of classroom talk happening, ways classroom talk supports opportunities for reading comprehension, and comparisons among lessons with and without opportunities for productive classroom talk.

Authors

• Kerrigan Mahoney, Minnesota State University

• Sarah Orme, University of Virginia

• Tonya R. Moon, University of Virginia

• Catherine M Brighton, University of Virginia