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This study examines interactions between teachers and students during reading comprehension instruction to determine how certain patterns of teacher–student talk support student comprehension achievement and reading engagement. The central focus of the study is conceptual press discourse, a pattern of teacher response that includes requests for evidence, examples, clarification, and elaboration. Hierarchical Linear Modeling analysis of data from 21 fourth- and fifth-grade classrooms (495 students) indicated that in classrooms where teachers more frequently used discourse patterns that reduced conceptual press, students demonstrated weaker comprehension and engagement outcomes.
Notes
1. Capitalized discourse patterns (e.g., High Press Discourse) refer to the variable as entered into HLM analysis. Noncapitalized patterns (e.g., high press discourse) refer to the general construct.
2. Ordinarily, school level data would constitute a third level in an HLM analysis. In this data set, very few schools had more than one participating classroom and no school had more than two participating classrooms, so school level variables were unique to the teacher in nearly every case. For this reason, school level variables were entered at Level 2 with other teacher variables.