ABSTRACT

This paper introduces a new observation system that is designed to investigate students’ and teachers’ talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd–3rd grade literacy instruction (N = 51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size = 0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students’ thinking and reasoning. Teacher talk predicted student talk but did not predict students’ RC gains directly. Findings highlight the importance of each student’s discourse during literacy instruction, how classmates’ talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction.

摘要

本文介绍了一种新的观察系统，该系统旨在调查识字教学过程中学生和教师的谈话，即创造从文本中学习的机会（COLT）。使用2至3年级扫盲教学的录像观察结果（N= 51个教室，337名学生，151个观察值），我们发现9种类型的学生交谈从使用非语言手势到产生新想法不等。学生说的越多，他的阅读理解（RC）收益就越大。同学谈话还预测了RC结果（总效应量= 0.27）。我们发现，老师的演讲有11种类型，从提出简单问题到鼓励学生的思考和推理。老师的谈话可以预测学生的谈话，但不能直接预测学生的RC收益。调查结果强调了在扫盲教学中每个学生的话语的重要性，同学的谈话如何对每个学生所体验的学习环境做出贡献，以及这如何影响RC收获，对提高扫盲教学的有效性产生了影响。