How classroom talk supports reading comprehension

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How did classroom talk affect students’ learning?

The researchers found that high levels of students’ thinking and active use of knowledge (e.g. analysing and interpreting the text), were linked to:

students ability to participate in whole group discussions that promoted learning;
students ability to provide knowledge and engage in rigorous thinking; and
classroom talk in which students and teachers listened to each other and questioned each other’s knowledge.

The researchers concluded that discussion was an effective method for promoting learning, and that high level tasks required:

high level quality talk, from both students and teachers e.g. supporting their contributions with evidence; and
effective prompting and questioning from teachers.

In the observed lessons students were working at a level where they were not only able to understand the storyline of the text but they were beginning to analyse and interpret the text.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did classroom talk affect students’ learning? What role did teachers’ talk play in student discussion? How was the study designed? How was talk assessed? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader How classroom talk supports reading comprehension This digest found in English Speaking and Listening Send to a friend Word doc 80KB Printer friendly Collate for later How did classroom talk affect students’ learning? The researchers found that high levels of students’ thinking and active use of knowledge (e.g. analysing and interpreting the text), were linked to: students ability to participate in whole group discussions that promoted learning; students ability to provide knowledge and engage in rigorous thinking; and classroom talk in which students and teachers listened to each other and questioned each other’s knowledge. The researchers concluded that discussion was an effective method for promoting learning, and that high level tasks required: high level quality talk, from both students and teachers e.g. supporting their contributions with evidence; and effective prompting and questioning from teachers. In the observed lessons students were working at a level where they were not only able to understand the storyline of the text but they were beginning to analyse and interpret the text.