Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.

Murphy, P. Karen; Wilkinson, Ian A. G.; Soter, Anna O.; Hennessey, Maeghan N.; Alexander, John F.

doi:10.1037/a0015576

Cited by 566Reading and Literacy DevelopmentInnovative Teaching and Learning MethodsInnovative Teaching Methods

Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.

Murphy, P. Karen, Wilkinson, Ian A. G., Soter, Anna O., Hennessey, Maeghan N., Alexander, John F.·2009·Journal of Educational Psychology

DOI 10.1037/a0015576

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Abstract

The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students’ comprehension and learning. This comprehensive meta-analysis of empirical studies was conducted to examine evidence of the effects of classroom discussion on measures of teacher and student talk and on individual student comprehension and critical-thinking and reasoning outcomes. Results revealed that several discussion approaches produced strong increases in the amount of student talk and concomitant reductions in teacher talk, as well as substantial improvements in text comprehension. Few approaches to discussion were effective at increasing students’ literal or inferential comprehension and critical thinking and reasoning. Effects were moderated by study design, the nature of the outcome measure, and student academic ability. While the range of ages of participants in the reviewed studies was large, a majority of studies were conducted with students in 4th through 6th grades. Implications for research and practice are discussed.

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Using standardized reading literacy tests conducted and evaluated by the Czech School Inspectorate addresses the shortcoming of non-standardized researcher-designed tests and helps ensure the validity and reliability of the assessment.
“The decision to use tests conducted and evaluated by the CSI in this study addresses this shortcoming and should help to ensure the validity and reliability of the assessment.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Murphy et al. (2009)
Murphy et al. reported that the use of non-standardized tests designed by researchers is one of the weaknesses of studies investigating the impact of classroom discourse on student achievement.
“Murphy et al. (2009) reported that the use of non-standardized tests designed by researchers is one of the weaknesses of a number of studies investigating the impact of classroom discourse on student achievement.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Murphy et al. (2009)

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Authors: Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F.
Affiliations: Pennsylvania State University (US)
The Ohio State University (US)
University of Oklahoma (US)
ORCID: Murphy, P. Karen
Wilkinson, Ian A. G.
Hennessey, Maeghan N.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2009-08
Volume: 101
Issue: 3
Pages: 740-764
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0015576
OpenAlex: W2107984553
Semantic Scholar: 526237af32ba4a4ad27bc12e141f396bc8f70c8b
Cited by: 566
References: 93
Citations by year: 2026: 29 · 2025: 29 · 2024: 32 · 2023: 41 · 2022: 33 · 2021: 38 · 2020: 43 · 2019: 78 · 2018: 37 · 2017: 37 · 2016: 38 · 2015: 31 · 2014: 26 · 2013: 27 · 2012: 20
FWCI: 26.47
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Funders: Institute for Education Sciences (R305G020075)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Innovative Teaching Methods
Keywords: classroom discussion, text comprehension, student discourse, teacher discourse, critical thinking, reasoning, inferential comprehension, literal comprehension, discussion strategies, student ability, elementary school students

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Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.

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