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Teacher Talk: A Summary Analysis of Effective Teachers' Discourse During Primary Literacy Lessons
Faculty Publications
  • Kathleen A. J. Mohr, Kennesaw State University
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Explored the classroom discourse of effective primary teachers to determine communication patterns during literacy instruction. Ss were 4 2nd grade teachers identified as effective by their principals. Based on transcripts of videotaped lessons, 20 qualitatively determined codes common across files were collapsed into 5 literacy-oriented categories. Results indicate that these teachers established literacy communities and encouraged students to participate as responsible, contributing citizens. These teachers' talk focused on tasks, modeled strategies, and provided a process perspective for literacy. The results are seen to provide a profile of effective teacher–student communication during the literacy-learning processes, provide insights on the multifarious nature of literacy instruction, and contribute to an effective teacher-talk schema that may serve to ameliorate instruction.
Citation Information
Mohr, K. J. (1998). Teacher talk: A summary analysis of effective teachers' discourse during primary literacy lessons. Journal Of Classroom Interaction, 33(2), 16-23.