Résumés
Abstract
This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.
Keywords:
- metacognition,
- literacy,
- reading,
- classroom discourse
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Parties annexes
Biographical note
Jennie Baumann is a PhD candidate at Michigan State University. Her research is at the intersection of (funds of) knowledge, dialogic talk, and reading comprehension. She works with teachers and community partners to center students’ knowledge and thinking, and support students’ abilities to talk about what they read.