From Turn Taking to Sense Making: Broadening the Concept of Reading Teacher Effectiveness.

Duffy, Gerald G.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ277349

Record Type: Journal

Publication Date: 1983

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

From Turn Taking to Sense Making: Broadening the Concept of Reading Teacher Effectiveness.

Duffy, Gerald G.

Journal of Educational Research, v76 n3 p134-39 Jan-Feb 1983

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)

Descriptors: Classroom Communication, Directed Reading Activity, Elementary Secondary Education, Problem Solving, Reading Instruction, Reading Research, Reading Teachers, Student Reaction, Teacher Behavior, Teacher Effectiveness, Teaching Methods

Publication Type: Journal Articles; Information Analyses; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A