Abstract

This study examined teacher–student discourse from a sociocultural perspective in order to ascertain the nature of effective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher–student discourse. The results suggested two considerations: (1) the importance of teacher self-reflection and the implications for effective teaching and learning, and (2) differential discourse patterns across academic domains. Wood's notion of contingent teaching (1991) provided a guideline for coding teacher–student discourse. The results suggest that feedback combined with cognitive structuring contribute to effective teaching and learning.

Citation

Kraker, M.J. Classroom discourse: teaching, learning, and learning disabilities. Teaching and Teacher Education: An International Journal of Research and Studies, 16(3), 295-313. Elsevier Ltd. Retrieved May 28, 2023 from https://www.learntechlib.org/p/197530/.

Keywords

• Classroom discourse
• learning disabilities
• Sociocultural perspective
• teaching