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Lesson Talk as the Work of Reading Groups

The Effectiveness of Two Interventions

Carol Sue Englert is a professor in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research interests include literacy instruction for special education and at-risk students, with an emphasis on the influence of teachers, social context, and students' metacog-nitive knowledge in the improvement of literacy performance.

Kathi L. Tarrant

Kathi L. Tarrant is a doctoral candidate in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research interests are in literacy instruction for students at risk for school failure, with a specific focus on inclusion and instructional collaboration between general and special education teachers.

Troy V. Mariage

Troy V. Manage, doctoral candidate, is an instructor in the special education and teacher education programs and a research assistant on the Early Literacy Project. His interests are in sociolinguistic examinations of discourse in literacy events, teaching and learning in a social-constructive perspective, and strategy instruction.

Tina Oxer

Tina Oxer is an instructor in the Department of Teacher Education at Michigan State University. Her interests include cooperative discipline and strategy instruction for special education and at-risk students. Address: Carol Sue Englert, College of Education, Michigan State University, East Lansing, MI 48824–1034.

This study compares the effectiveness of two interventions that differed in the nature of dialogic interactions among teachers and students in the reading group. One hundred nine children with mild disabilities were instructed by 35 teacher-interns in special education resource rooms. Sixty-three and 46 students, respectively, participated in the two instruction interventions. The analyses indicated that the intervention that produced the greatest effects was the one in which dialogue, social interactions, and scaffolded instruction figured prominently. Limitations and implications of the study are discussed.

Journal of Learning Disabilities, Vol. 27, No. 3, 165-185 (1994)
DOI: 10.1177/002221949402700305


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