Developing Adaptive Expertise at Facilitating Dialogic Text Discussions

Abstract

AbstractFacilitating rigorous and interactive (dialogic) classroom text discussions that build reading comprehension skills requires advanced forms of expertise and skills. The authors describe three different ways that discussions can evolve when practicing teachers take up the work of making their discussions more dialogic. The authors then describe some ways that teachers can reflect on these challenges to support professional learning and enhance classroom text discussion quality.