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Reading and Writing

, Volume 31, Issue 3, pp 725–756 | Cite as

Features of instructional talk predictive of reading comprehension

  • Catherine J. Michener
  • C. Patrick Proctor
  • Rebecca D. Silverman
Article
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Abstract

Increasingly, reading research has begun to address how students’ linguistic environments may explain their reading achievement. In this exploratory analysis, we investigated how the rates of specific instructional talk moves predicted student reading comprehension achievement. Transcripts from third-, fourth-, and fifth-grade classrooms (teacher n = 31; student n = 236), were coded for nine talk moves established in the literature as involved in literacy and learning outcomes. Two-level hierarchical linear modeling was used to identify sources of linguistic comprehension, a necessary component of student reading comprehension. Controlling for students’ decoding and fluency, semantic-syntactic knowledge, and initial reading comprehension, we found two talk moves significantly predicted reading comprehension. Teacher explanations [γ07(20.89); p ≤ 0.05] and simple follow-up moves [γ06(10.44); p ≤ 0.05] provided students with explicit instruction and exposure to academic language and the positive reinforcement to encourage student attention to the learning tasks and thus potentially more language exposure. In this sample, these moves provide further support for the simple view of reading (Hoover & Gough, 1990) that suggests that fostering student linguistic comprehension is pedagogically important for student reading at these levels.

Keywords

Instructional talk Reading instruction Reading comprehension Language exposure HLM 
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Notes

Acknowledgements

The research reported here was funded by a grant from the Institute of Education Sciences, U.S. Department of Education, to the University of Maryland (No. R305A090152); Silverman (PI), Proctor (co-PI), and Harring (co-PI). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors would like to thank Gina Biancarosa and María Estela Brisk for feedback on early versions of this study, the anonymous reviewers for their insightful comments, and the teachers and students who generously shared their classrooms and learning with us.

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Authors and Affiliations

  1. 1.Department of Language, Literacy, and Sociocultural Education, College of EducationRowan UniversityGlassboroUSA
  2. 2.Department of Curriculum & Instruction, Lynch School of EducationBoston CollegeChestnut HillUSA
  3. 3.Department of Special Education, College of EducationUniversity of MarylandCollege ParkUSA

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