What the discourse tells us: Talk and indicators of high-level comprehension

Dialogic teaching in language arts classrooms involves cultivating a dialogic reading stance among teachers and students that is open to multiple interpretations and critique of text information.

“Dialogic teaching in language arts classrooms involves cultivating a dialogic reading stance among teachers and students that is open to multiple interpretations and critique of text information (Chinn, Buckland, and Samarapungavan 2011;Soter et al. 2008).”

The critical-analytical stance encourages a discussion that prompts more subjective, critical responses to the text and promotes the development of students' reasoning and reading comprehension.

“Most importantly, the criticalanalytical stance encourages a discussion that prompts more subjective, critical responses to the text and promotes the development of students' reasoning and reading comprehension (Soter et al. 2008).”

Approaches with an efferent stance can lead to teachers controlling the turn-taking and limit opportunities for students to have multiple text interpretations.

“researchers have argued that approaches with an efferent stance can lead to teachers controlling the turn-taking (Wilkinson, Murphy, and Binici 2015) and limit opportunities for students to have multiple text interpretations (Soter et al. 2008).”

The efferent stance about texts might restrict students from exploring multiple interpretations of texts.

“however, Soter et al. (2008) argued that the efferent stance about texts might restrict students from exploring multiple interpretations of texts.”