Teaching Reading Comprehension: An Investigation of Preservice Teachers’ Text-Based Discussions With Elementary School Students

• In Event: Roundtable Session 42
  In Roundtable Session: Research in Reading and Literacy SIG Roundtable 3: Reading and Writing

Abstract

This qualitative study attempted to explain differences observed in 23 preservice teachers' text-based discussions with elementary school students using an instructional framework and explicit discussion scaffolds. Data from this study revealed preservice teachers varied very little in their initial discussions before introduction of the instructional framework and discussion scaffold. Findings also suggest the use of a discussion scaffold raised the level of preservice teachers' discussions. Further, three indicators were identified as distinguishing between higher and lower levels of discussion. These indicators comprised of a preservice teachers' ability to: (a) engage in effective uptake and responsivity, (b) maintain coherence throughout the discussion and (c) model, teach, and reveal the use of situation appropriate strategies

Authors

• Shannon Coman Henderson, The University of Alabama

• Connie Buskist, Auburn University - Montgomery