Talking it out? Metacognition, teacher talk, and comprehension consequences
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 metacognit...
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| Format: | Article |
| Language: | English |
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Language and Literacy Researchers of Canada
2025-01-01
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| Series: | Language and Literacy: A Canadian Educational e-journal |
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| Online Access: | https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29642 |
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| author | Jennie Baumann |
| author_facet | Jennie Baumann |
| author_sort | Jennie Baumann |
| collection | DOAJ |
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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.
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| format | Article |
| id | doaj-art-796c927e27dd474a8fbd91de34d6992c |
| institution | Kabale University |
| issn | 1496-0974 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Language and Literacy Researchers of Canada |
| record_format | Article |
| series | Language and Literacy: A Canadian Educational e-journal |
| spelling | doaj-art-796c927e27dd474a8fbd91de34d6992c2025-01-17T22:02:29ZengLanguage and Literacy Researchers of CanadaLanguage and Literacy: A Canadian Educational e-journal1496-09742025-01-0127110.20360/langandlit29642Talking it out? Metacognition, teacher talk, and comprehension consequencesJennie Baumann0Michigan State University 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. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29642metacognitionlanguage and literacyclassroom discourse |
| spellingShingle | Jennie Baumann Talking it out? Metacognition, teacher talk, and comprehension consequences Language and Literacy: A Canadian Educational e-journal metacognition language and literacy classroom discourse |
| title | Talking it out? Metacognition, teacher talk, and comprehension consequences |
| title_full | Talking it out? Metacognition, teacher talk, and comprehension consequences |
| title_fullStr | Talking it out? Metacognition, teacher talk, and comprehension consequences |
| title_full_unstemmed | Talking it out? Metacognition, teacher talk, and comprehension consequences |
| title_short | Talking it out? Metacognition, teacher talk, and comprehension consequences |
| title_sort | talking it out metacognition teacher talk and comprehension consequences |
| topic | metacognition language and literacy classroom discourse |
| url | https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29642 |
| work_keys_str_mv | AT jenniebaumann talkingitoutmetacognitionteachertalkandcomprehensionconsequences |