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Teacher Talk During Whole‐Class Lessons: Engagement Strategies to Support the Verbal Participation of Students with Learning Disabilities
Author(s) -
Berry Ruth A. W.
Publication year - 2006
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2006.00219.x
Subject(s) - inclusion (mineral) , psychology , class (philosophy) , context (archaeology) , mathematics education , variety (cybernetics) , pedagogy , learning disability , developmental psychology , social psychology , computer science , paleontology , artificial intelligence , biology
The analysis identified discursive strategies used by general education teachers in inclusion classrooms to orchestrate and scaffold the verbal participation of all students, including students with learning disabilities (LD). The context was writing instruction. A whole‐class lesson involving teacher–student collaboration to write a text was analyzed for each of two teachers in two urban elementary inclusion classrooms totaling 67 students; 23 students had LD. Analysis of teacher talk focused on procedural strategies (help the lesson run smoothly and make it easier to follow) and involvement strategies (elicit students' attention to and participation in the lesson). Results indicated that both teachers used a variety of similar strategies to provide spaces for student contributions and, at the same time, move the lessons along. However, they also used contrasting strategies unique to their contrasting pedagogical frames of reference (structural vs. interactional).