The Intersection of Knowledge, Dialogic Talk, and Comprehension (Poster 11)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

Knowledge is recognized as a key factor in reading comprehension (Neuman, 2019). Being able to discuss what one knows to make meaning from text is also vital to comprehension (Ketch, 2005; Reznitskaya, 2012). The protocol examined classroom discourse (n = 30 incidences) to ascertain how students and teachers use knowledge in classrooms as recorded by incidences of dialogic talk and informal measures of comprehension. These observations led to the development of the Knowledge Assessment through Talk for Comprehension protocol (KAT-C; Author, 2022). By observing multiple classrooms (n = 4) in one school over an academic year, the KAT-C illuminated how teachers did/not center student knowledge and collaborative meaning-making through talk, which supported students’ engagement with metacognitive processes and reading comprehension.

Author

• Jennie Povenmire, Michigan State University
  Presenting Author