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

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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]
Copyright of Yearbook of the College Reading Association is the property of Association of Literacy Educators & Researchers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: AN INVESTIGATION OF TEACHER TALK DURING THE ADMINISTRATION OF AN INFORMAL READING INVENTORY.
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  Data: <searchLink fieldCode="JN" term="%22Yearbook+of+the+College+Reading+Association%22">Yearbook of the College Reading Association</searchLink>. 2010, Issue 31, p237-249. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Informal+reading+inventories%22">Informal reading inventories</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+research%22">Classroom research</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Paraphrase%22">Paraphrase</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Yearbook of the College Reading Association is the property of Association of Literacy Educators & Researchers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=51535638
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        Text: English
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        PageCount: 13
        StartPage: 237
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      – SubjectFull: Informal reading inventories
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Reading ability testing
        Type: general
      – SubjectFull: Tutors & tutoring
        Type: general
      – SubjectFull: Classroom research
        Type: general
      – SubjectFull: Universities & colleges
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Paraphrase
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      – SubjectFull: Quantitative research
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      – TitleFull: AN INVESTIGATION OF TEACHER TALK DURING THE ADMINISTRATION OF AN INFORMAL READING INVENTORY.
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              Text: 2010
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