Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years

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Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years

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dc.contributor.author Fisher, Ros en_GB
dc.contributor.department University of Exeter en_GB
dc.date.accessioned 2009-01-08T14:31:03Z en_GB
dc.date.accessioned 2011-01-25T11:51:55Z en_US
dc.date.accessioned 2013-03-20T16:42:37Z
dc.date.issued 2005-02 en_GB
dc.description.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 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. en_GB
dc.identifier.citation 28(1), pp.15-27 en_GB
dc.identifier.doi 10.1111/j.1467-9817.2005.00249.x en_GB
dc.identifier.uri http://hdl.handle.net/10036/47180 en_GB
dc.language.iso en en_GB
dc.publisher Blackwell Publishing en_GB
dc.relation.url http://www3.interscience.wiley.com/journal/118693931/issue en_GB
dc.subject interaction en_GB
dc.subject reading en_GB
dc.subject classroom language en_GB
dc.subject teacher-child dialogue en_GB
dc.subject classroom practice en_GB
dc.subject literacy en_GB
dc.subject teaching en_GB
dc.title Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years en_GB
dc.type Article en_GB
dc.date.available 2009-01-08T14:31:03Z en_GB
dc.date.available 2011-01-25T11:51:55Z en_US
dc.date.available 2013-03-20T16:42:37Z
dc.identifier.issn 0141-0423 en_GB
dc.description This is the pre-peer reviewed version of the following article 'Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years' Journal of Research in Reading 28(1) pp.15-27, which has been published in final form at http://www3.interscience.wiley.com/journal/118693931/issue. en_GB
dc.identifier.eissn 1467-9817 en_GB
dc.identifier.journal Journal of Research in Reading en_GB


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