Talking it out? Metacognition, teacher talk, and comprehension consequences

Authors

  • Jennie Baumann Michigan State University

DOI:

https://doi.org/10.20360/langandlit29642

Keywords:

metacognition, language and literacy, classroom discourse

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.

Author Biography

Jennie Baumann, Michigan State University

Jennie Baumann is a PhD candidate at Michigan State University. Her research is at the intersection of (funds of) knowledge, dialogic talk, and reading comprehension. She works with teachers and community partners to center students’ knowledge and thinking, and support students’ abilities to talk about what they read.

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Published

2025-01-14

How to Cite

Baumann, J. (2025). Talking it out? Metacognition, teacher talk, and comprehension consequences. Language and Literacy, 27(1), 153–174. https://doi.org/10.20360/langandlit29642

Issue

Vol. 27 No. 1 (2025): Regular Issue

Section

Articles

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