Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years
Fisher, Ros
Date: 1 February 2005
Journal
Journal of Research in Reading
Publisher
Blackwell Publishing
Publisher DOI
Abstract
Taking as a starting point a paper published in 1981, this paper considers the importance of interaction between teacher and pupil in learning to read. Twenty-five years ago, the study of classroom language was relatively new. Research perspectives have moved from describing the process of interaction between teacher and child to ...
Taking as a starting point a paper published in 1981, this paper considers the importance of interaction between teacher and pupil in learning to read. Twenty-five years ago, the study of classroom language was relatively new. Research perspectives have moved from describing the process of interaction between teacher and child to considering the outcomes. At the same time a greater awareness of the sociocultural nature of language and classrooms has developed. An enduring theme in research from a variety of perspectives has been the call for more extended opportunities for exchanges about texts and more reciprocity in teacher-child dialogue. Studies of classroom practice, however, evidence persistence in the use of triadic dialogue in which the teacher controls the interaction and effectively closes down discussion. Despite initiatives calling for high-quality interaction, it is argued here that there is still no agreement about what high-quality interaction should look like.
School of Education
Faculty of Humanities, Arts and Social Sciences
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