TEACHER-STUDENT INTERACTIONS DURING INSTRUCTIONAL READ ALOUDS IN THE ELEMENTARY CLASSROOM

Research output: Contribution to journalArticlepeer-review

Abstract

Reading aloud to elementary students for instructional purposes is common practice and teachers often ask questions while reading to engage students in conversations. This research adds to the literature pertaining to the types of questions teachers ask while reading aloud. Six elementary teachers and their students were observed and video recorded to examine questions teachers asked and responses students gave during classroom read-aloud sessions. ELAN (Max Planck, 2012), video annotation software, was used for data analysis. Findings revealed no apparent relationship between the level of questions teachers posed and the amount of talk time allocated to students. Frequently, questions were posed that limited student response to a single word answer. This research highlights the importance of teachers formulating effective questions prior to the classroom read-aloud for instructional purposes.
Original languageEnglish
Pages (from-to)27
JournalThe Charter Schools Resource Journal
Issue numberSpring 2016
StatePublished - Apr 2016

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