AN INVESTIGATION OF TEACHER TALK DURING THE ADMINISTRATION OF AN INFORMAL READING INVENTORY.

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Bibliographic Details
Title:	AN INVESTIGATION OF TEACHER TALK DURING THE ADMINISTRATION OF AN INFORMAL READING INVENTORY.
Authors:	Holbein, Marie F.¹, Harkins, Donna M.²
Source:	Yearbook of the College Reading Association. 2010, Issue 31, p237-249. 13p.
Subject Terms:	Informal reading inventories, Teaching, Reading ability testing, Tutors & tutoring, Classroom research, Universities & colleges, *Learning disabilities, Paraphrase, Quantitative research
Abstract:	Research suggests that classroom dialogue characterized as teacher-talk is an important teaching tool and it can influence student learning (Palincsar cited in Berry 2006, Culican, 2007). Teachers may use a variety of teacher-talk patterns for different purposes and in varying contexts. What is important is how teachers "make skillful use" of their dialogue (Viiri & Saari, 2006, p. 350). Teacher dialogue that occurs during the administration of an informal reading inventory is socially interactive. To engage effectively in the strategic assessment of learning, teachers must be aware of the impact their teacher-talk has on students' ability to process aural language. The purpose of this study was to determine the extent to which teachers vary teacher-talk when administering an informal reading inventory to clients who receive tutoring services from a reading clinic at a southeastern regional university. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Research suggests that classroom dialogue characterized as teacher-talk is an important teaching tool and it can influence student learning (Palincsar cited in Berry 2006, Culican, 2007). Teachers may use a variety of teacher-talk patterns for different purposes and in varying contexts. What is important is how teachers "make skillful use" of their dialogue (Viiri & Saari, 2006, p. 350). Teacher dialogue that occurs during the administration of an informal reading inventory is socially interactive. To engage effectively in the strategic assessment of learning, teachers must be aware of the impact their teacher-talk has on students' ability to process aural language. The purpose of this study was to determine the extent to which teachers vary teacher-talk when administering an informal reading inventory to clients who receive tutoring services from a reading clinic at a southeastern regional university. [ABSTRACT FROM AUTHOR]