Teacher Talk: A Summary Analysis of Effective Teachers' Discourse During Primary Literacy Lessons
Document Type
Article
Publication Date
Fall 1998
Abstract
Explored the classroom discourse of effective primary teachers to determine communication patterns during literacy instruction. Ss were 4 2nd grade teachers identified as effective by their principals. Based on transcripts of videotaped lessons, 20 qualitatively determined codes common across files were collapsed into 5 literacy-oriented categories. Results indicate that these teachers established literacy communities and encouraged students to participate as responsible, contributing citizens. These teachers' talk focused on tasks, modeled strategies, and provided a process perspective for literacy. The results are seen to provide a profile of effective teacher–student communication during the literacy-learning processes, provide insights on the multifarious nature of literacy instruction, and contribute to an effective teacher-talk schema that may serve to ameliorate instruction.