Dot McElhone
Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse
Portland State University
study examines interactions teachers students reading comprehension instruction determine certain patterns teacherstudent talk support student comprehension achievement reading engagement central focus study conceptual press discourse pattern teacher response includes requests evidence examples clarification elaboration hierarchical linear modeling analysis data 21 fourth fifthgrade classrooms 495 students indicated classrooms teachers frequently used discourse patterns reduced conceptual press students demonstrated weaker comprehension engagement outcomes