Abstract
This article describes a method for analyzing instructional discourse that was developed during a study of reading lessons. The purpose of the study was to identify teacher and student discourse strategies during reading lessons where teachers identified comprehension as the main goal. Eight reading lessons were audiotaped in two second-grade and two sixth-grade classes in one elementary school. From the transcribed data, two separate but complementary systems of analysis were developed: a pragmatic system for describing utterances in terms of different types of speech acts, termed instructional acts ; and a semantic system for describing utterances in terms of different types of topical relationships, termed topical moves . For each system, the criteria for the classification of instructional acts and topical moves are explained and illustrated. Reliability of each system is described. Application and implications for research on instructional discourse are discussed.
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