Self-Study of the Priming Effect in My Teaching Within Reading Recovery Instruction

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-17 - Investigating Language and Literacy Frameworks With Self-Study

Abstract

The purpose of this self-study was to determine if engagement in genuine (rather than contrived) dialogue could aid in an expanded understanding and usage of syntactic structures. Dialogues and supporting data sources were collected and analyzed for the impact engagement in genuine dialogue had on the syntactic structures used by both myself (a Reading Recovery teacher) and my student.
The results of examining my engagement across literacy lessons with a student labeled as struggling with literacy suggested: (1) priming (by teacher and by child) does make a difference in the child’s language use; (2) genuine dialogue provides greater opportunities for priming to occur; and, (3) my teacher discourse was often explicit instruction rather than genuine dialogue, despite my intentions.

Authors

• Brenda Hite, Waterloo Community School District

• Sohyun Meacham, University of Northern Iowa

• Deborah L. Tidwell, University of Northern Iowa

• Salli Forbes, University of Northern Iowa