How classroom talk supports reading comprehension

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Speaking and Listening

How was talk assessed?

To assess how well the talk encouraged meaningful student participation the researchers looked at:

the degree to which teachers and students made consistent efforts to ensure that all participants understood ideas and positions shared during the whole-group discussion;
the degree to which teachers and students ensured that participants provided accurate knowledge as evidence to back up their contributions; and
the degree to which speakers were asked to explain their thinking by using rational strategies to present arguments and by drawing logical conclusions.

How well the talk helped to deepen understanding of the lesson was assessed against:

the degree to which students engaged in challenging, content-specific tasks in which they had to explain and justify their thinking; and
the degree to which students engaged in high-level tasks such as interpreting and analysing the underlying meaning.

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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 was talk assessed? To assess how well the talk encouraged meaningful student participation the researchers looked at: the degree to which teachers and students made consistent efforts to ensure that all participants understood ideas and positions shared during the whole-group discussion; the degree to which teachers and students ensured that participants provided accurate knowledge as evidence to back up their contributions; and the degree to which speakers were asked to explain their thinking by using rational strategies to present arguments and by drawing logical conclusions. How well the talk helped to deepen understanding of the lesson was assessed against: the degree to which students engaged in challenging, content-specific tasks in which they had to explain and justify their thinking; and the degree to which students engaged in high-level tasks such as interpreting and analysing the underlying meaning.