Teacher talk: Promoting literacy development through response to story

Cory Cooper Hansen

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This study documented how young children talked about story in a supportive environment. Participants were 22 kindergartners and their teacher, who engaged in extended talk about story after listening to a picture book or chapter from a novel. Data collected included transcripts of videotaped conversations during large- and small-group discussions after story, informal interviews, memos, and field notes. Qualitative analysis of the data revealed that the teacher's questions and responses encouraged literary talk and decreased as the children grew in their ability to respond in literary ways. Teacher talk served to set the climate for engaged listening, encouraged children to transact with the text, and established an environment that supported literacy development.

Original languageEnglish (US)
Pages (from-to)115-129
Number of pages15
JournalJournal of Research in Childhood Education
Volume19
Issue number2
DOIs
StatePublished - 2004

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literacy
teacher
Aptitude
Climate
group discussion
small group
conversation
climate
Interviews
ability
interview
Literacy
Transact

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Teacher talk : Promoting literacy development through response to story. / Hansen, Cory Cooper.

In: Journal of Research in Childhood Education, Vol. 19, No. 2, 2004, p. 115-129.

Research output: Contribution to journalArticle

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