Abstract
This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.
Published Version
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