Title: How Teachers' Instructional Talk Influences Students' Understanding of Lesson Content
Abstract: Previous articleNext article No AccessHow Teachers' Instructional Talk Influences Students' Understanding of Lesson ContentGerald G. Duffy, Laura R. Roehler, and Gary RackliffeGerald G. Duffy Search for more articles by this author , Laura R. Roehler Search for more articles by this author , and Gary Rackliffe Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 87, Number 1Sep., 1986 Article DOIhttps://doi.org/10.1086/461476 Views: 17Total views on this site Citations: 30Citations are reported from Crossref Copyright 1986 The University of ChicagoPDF download Crossref reports the following articles citing this article:Sabina Rak Neugebauer, Emmaline Ellis, Michael Coyne Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning, The Reading Teacher 75, no.44 (Sep 2021): 403–412.https://doi.org/10.1002/trtr.2052Sabina Rak Neugebauer, Perla B. Gámez, Michael D. Coyne, Ingrid T. Cólon, D. Betsy McCoach, and Sharon Ware Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners, The Elementary School Journal 118, no.11 (Aug 2017): 28–54.https://doi.org/10.1086/692986Polyxeni Manoli, Maria Papadopoulou Elementary EFL Teachers’ Familiarity with Reading Strategies, Procedia - Social and Behavioral Sciences 116 (Feb 2014): 2131–2136.https://doi.org/10.1016/j.sbspro.2014.01.532Rebecca D. Silverman, C. Patrick Proctor, Jeffrey R. Harring, Brie Doyle, Marisa A. Mitchell, Anna G. Meyer Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5, Reading Research Quarterly 46 (Dec 2013): n/a–n/a.https://doi.org/10.1002/rrq.63Ben Kelcey, Joanne F. Carlisle Learning About Teachers’ Literacy Instruction From Classroom Observations, Reading Research Quarterly 48, no.33 (Jul 2013): 301–317.https://doi.org/10.1002/rrq.51Deborah K. Reed Clearly Communicating the Learning Objective Matters!, Middle School Journal 43, no.55 (Aug 2015): 16–24.https://doi.org/10.1080/00940771.2012.11461825Joanne Carlisle, Ben Kelcey, Dan Berebitsky, Geoffrey Phelps Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension, Scientific Studies of Reading 15, no.55 (Sep 2011): 409–439.https://doi.org/10.1080/10888438.2010.497521ANNE MCGILL-FRANZEN In the press to scale up, what is at risk?, Reading Research Quarterly 40, no.33 (Nov 2011): 366–370.https://doi.org/10.1598/RRQ.40.3.5Deborah L. Butler Structuring Instruction to Promote Self-Regulated Learning by Adolescents and Adults With Learning Disabilities, Exceptionality 11, no.11 (Mar 2003): 39–60.https://doi.org/10.1207/S15327035EX1101_4Gerald G. Duffy Visioning and the development of outstanding teachers, Reading Research and Instruction 41, no.44 (Jun 2002): 331–343.https://doi.org/10.1080/19388070209558375Richard L. Allington, Anne McGill-Franzen Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century, Reading Research Quarterly 35, no.11 (Nov 2011): 136–153.https://doi.org/10.1598/RRQ.35.1.10Janice A. Dole, Kathleen J. Brown, Woodrow Trathen The effects of strategy instruction on the comprehension performance of at-risk students, Reading Research Quarterly 31, no.11 (Nov 2011): 62–88.https://doi.org/10.1598/RRQ.31.1.4 Melinda A. Solmon , and Jo A. Carter Kindergarten and First-Grade Students' Perceptions of Physical Education in One Teacher's Classes, The Elementary School Journal 95, no.44 (Oct 2015): 355–365.https://doi.org/10.1086/461808 Gerald G. Duffy Teachers' Progress toward Becoming Expert Strategy Teachers, The Elementary School Journal 94, no.22 (Oct 2015): 109–120.https://doi.org/10.1086/461754 Gerald G. Duffy Rethinking Strategy Instruction: Four Teachers' Development and Their Low Achievers' Understandings, The Elementary School Journal 93, no.33 (Oct 2015): 231–247.https://doi.org/10.1086/461724Julia T. O’Sullivan Applying Cognitive Developmental Principles in Classrooms, (Jan 1993): 166–187.https://doi.org/10.1007/978-1-4613-9223-1_7Amelia M. Lee, Melinda A. Solmon Cognitive Conceptions of Teaching and Learning Motor Skills, Quest 44, no.11 (Apr 1992): 57–71.https://doi.org/10.1080/00336297.1992.10484041Janice A. Dole, Gerald G. Duffy, Laura R. Roehler, P. David Pearson Moving From the Old to the New: Research on Reading Comprehension Instruction, Review of Educational Research 61, no.22 (Jun 2016): 239–264.https://doi.org/10.3102/00346543061002239Anne McGill-Franzen, Richard L. Allington The Gridlock of Low Reading Achievement, Remedial and Special Education 12, no.33 (Aug 2016): 20–30.https://doi.org/10.1177/074193259101200304Rose-Marie Weber Literacy in the U. S., Annual Review of Applied Linguistics 12 (Nov 2008): 172–189.https://doi.org/10.1017/S026719050000221XGlenn Markle, J. Howard Johnston, Cynthia Geer, Yvonne Meichtry Teaching for Understanding, Middle School Journal 22, no.22 (Sep 2015): 53–57.https://doi.org/10.1080/00940771.1990.11495140Eileen L. Walter, Judy Nichols Mitchell A method for examining the discourse of reading lessons, Linguistics and Education 2, no.44 (Jan 1990): 281–302.https://doi.org/10.1016/S0898-5898(05)80023-3Linda Baker Metacognition, comprehension monitoring, and the adult reader, Educational Psychology Review 1, no.11 (Mar 1989): 3–38.https://doi.org/10.1007/BF01326548JO Roberts, Melody Zody Using the Research for Effective Supervision: Measuring a Teacher's Questioning Techniques, NASSP Bulletin 73, no.515515 (Jul 2016): 8–14.https://doi.org/10.1177/019263658907351503Gerald G. Duffy, Laura R. Roehler Why Strategy Instruction Is So Difficult and What We Need to Do About It, (Jan 1989): 133–154.https://doi.org/10.1007/978-1-4613-8838-8_6 Patricia A. Herman , and Janice Dole Theory and Practice in Vocabulary Learning and Instruction, The Elementary School Journal 89, no.11 (Oct 2015): 43–54.https://doi.org/10.1086/461561Laura R. Roehler, Gerald G. Duffy, Beth Ann Herrmann, Mark Conley, Janet Johnson Knowledge structures as evidence of the ‘Personal’: bridging the gap from thought to practice, Journal of Curriculum Studies 20, no.22 (Jan 2015): 159–165.https://doi.org/10.1080/00220272.1988.11070787Gregory Yates, Margaret Chandler, Peter Westwood Teacher Effectiveness And Process‐Product Research: Another Look, South Pacific Journal of Teacher Education 15, no.22 (Jun 2006): 18–26.https://doi.org/10.1080/0311213870150202Janis Jacobs, Scott Paris Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction, Educational Psychologist 22, no.33 (Jun 1987): 255–278.https://doi.org/10.1207/s15326985ep2203&4_4Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, Linda G. Vavrus Conceptualizing instructional explanation, Teaching and Teacher Education 2, no.33 (Jan 1986): 197–214.https://doi.org/10.1016/S0742-051X(86)80002-6
Publication Year: 1986
Publication Date: 1986-09-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 52
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