Research on the Role of Classroom Discourse As It Affects Reading Comprehension
By Martin Nystrand. 2006
377 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/b152af0718c80cb2e167b5cf43dae02d57f6fc74
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Citations in the corpus
- Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “The interactions teachers have with their pupils have long been recognized as playing an important role in pupil learning (Bakhtin, 1981; Jones, 2007; Nystrand, 2006).”
- How Contingent Questioning Promotes Extended Student Talk: A Function of Display Questions (2006, background): “Indeed, research in typical first language (Nystrand, 2006; Wells, 1993) and ELL (Ernst, 1994) classrooms has long documented two distinctive characteristics of teacher and student classroom talk.”
- Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “Nystrand and colleagues (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003; Nystrand, 2006) have highlighted the potential relevance to literacy attainment of the first of the above themes (i.”
- Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “Authentic or open teacher questions are associated with increased student talk as they invite a wider range of responses, including what students think, feel, and know and have become associated with high-level reading comprehension (Elizabeth, Anderson, Snow, & Selman, 2012; Juzwik, BorsheimBlack, ”
- The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach (2010, background): “Studies of talk patterns in schools suggest that an initiate-response-evaluate pattern is prevalent and student discussion is rarely fostered (Cazden, 2001; Mehan, 2001; Nystrand, 2006).”
- Dialogic teaching: talk in service of a dialogic stance (2011, background): “Much discussion regarding effective teacher talk today suggests that the function of talk can be determined by its form (Nystrand 2006; Soter et al. 2008).”