An Analysis of Teachers' Discourse and Their Perceptions Concerncing the Use of Questioning and Feedback During Reading Instruction in Third Grade Classrooms

Authors

  • Dr. Marie Holbein Kennesaw State University
  • Dr. Jennifer Farist Mountain View Elementary

DOI:

https://doi.org/10.56887/galiteracy.26

Keywords:

reading instruction, discourse patterns, teacher talk, classroom discourse, questioning, feedback

Abstract

The purpose of this study was to investigate teacher talk during elementary reading instruction. The study was designed to gain insight into existing discourse patterns and to understand how change in these patterns might be facilitated. The design of the study evolved after a review of existing literature on the topic of teacher talk indicated a lack of widespread, intentional focus on classroom discourse and its potential impact on student learning.

Author Biographies

  • Dr. Marie Holbein, Kennesaw State University

    Dr. Marie Holbein ([email protected])  is  a Professor of Teaching, Learning, and Leadership at Kennesaw State University in Georgia. She  Co-Directs a Teacher Quality Partnership grant funded by U.S. Department of Education. Dr. Holbein has presented and published internationally, nationally, and regionally on topics related to literacy and professional development schools. 

  • Dr. Jennifer Farist, Mountain View Elementary

    Dr. Jennifer Farist ([email protected]) is the gifted coordinator at Mountain View Elementary in Gilmer County. She has presented at local, state, and national conferences. Her research interests include literacy, benefits of social learning, and meeting the needs of gifted learners. 

An Analysis of Teachers' Discourse and Their Perceptions Concerncing the Use of Questioning and Feedback During Reading Instruction in Third Grade Classrooms

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Published

03/30/2015

Issue

Section

Research and Practitioner Articles

How to Cite

Holbein, M., & Farist, J. (2015). An Analysis of Teachers’ Discourse and Their Perceptions Concerncing the Use of Questioning and Feedback During Reading Instruction in Third Grade Classrooms. Georgia Journal of Literacy, 38(1), 15-24. https://doi.org/10.56887/galiteracy.26

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