Article published in:
Pragmatics and Society
Vol. 6:3 (2015) ► pp. 367397
References
Barnes, Douglas
2008 “Exploratory Talk for Learning.” InExploring talk in schools. Inspired by the work of Douglas Barnes, ed. byNeil Mercer and Steve Hodgkinson, 1–15. London: Sage. CrossrefGoogle Scholar
Clark, Anne-Marie, Richard C. Anderson, Li-Jen Kuo, Il-Hee Kim, Anthi Archodidou, and Kim Nguyen-Jahiel
2003“Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School.” Educational Psychology Review15 (2): 181–198. CrossrefGoogle Scholar
Dickinson, David K., and Miriam W. Smith
1994 “Long-term Effects of Preschool Teachers’ Book Readings on Low-income Children’s Vocabulary and Story Comprehension.” Reading Research Quarterly29 (2): 105–122. CrossrefGoogle Scholar
Elbers, Ed, and Leen Streefland
2000 “Collaborative Learning and the Construction of Common Knowledge.” European Journal of Psychology of Education15 (4): 479–490. CrossrefGoogle Scholar
Fassnacht, Chris, and David K. Woods
2004 Transana [computer software]. Available from http://​www​.transana​.org.
Furberg, Anniken, and Hans C. Arnseth
2009 “Reconsidering Conceptual Change from a Socio-cultural Perspective: Analyzing Students’ Meaning making in Genetics in Collaborative Learning Activities.” Cultural Studies of Science Education41: 157–191. CrossrefGoogle Scholar
Goffman, Erving
1981Forms of Talk. Oxford: Basil Blackwell.Google Scholar
Goodwin, Charles, and Marjorie Harness Goodwin
2004 “Participation.” InA companion to linguistic anthropology, ed. byAlessandro Duranti, 222–244. Malden, Mass.: Blackwell Publishing.Google Scholar
Gosen, Myrte N., Jan Berenst, and Kees de Glopper
2009 “Participeren tijdens het voorlezen van prentenboeken in de kleuterklas. Een pilot-study.” Toegepaste Taalwetenschap in Artikelen82 (1): 53–63. CrossrefGoogle Scholar
2013 “The Interactional Structure of Explanations during Shared Reading at Kindergarten.” International Journal of Educational Research621: 62–74. CrossrefGoogle Scholar
Greene Brabham, Edna, and Carol Lynch-Brown
2002 “Effects of Teachers’ Reading-aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades.” Journal of Educational Psychology94 (3): 465–473. CrossrefGoogle Scholar
Gutierrez, Kris D., Patricia Baquedano-López, and Carlos Tejada
1999 “Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space.” Mind, Culture, and Activity6 (4): 286–303. CrossrefGoogle Scholar
Hutchby, Ian, and Robin Wooffitt
1998Conversation Analysis. Cambridge: Polity Press.Google Scholar
Jefferson, Gail
1984 “Transcript Notation.” InStructures of Social Action. Studies in Conversation Analysis, ed. byJohn M. Atkinson and John Heritage, ix–xvi. Cambridge: Cambridge University Press.Google Scholar
1986 “Notes on ‘Latency’ in Overlap Onset.” Human Studies91: 153–183. CrossrefGoogle Scholar
Karlsson, Göran, Jonas Ivarsson, and Berner Lindström
2013 “Agreed Discoveries: Students’ Negotiations in a Virtual Laboratory Experiment.” Instructional Science41 (3): 455–480. CrossrefGoogle Scholar
Koole, Tom
2010 “Displays of Epistemic Access. Student Responses to Teacher Explanations.” Research on Language and Social Interaction43 (2): 183–209. CrossrefGoogle Scholar
Koschmann, Timothy, and Curtis LeBaron
2002 “Learner Articulation as Interactional Achievement: Studying the Conversation of Gesture.” Cognition and Instruction20 (2): 249–282. CrossrefGoogle Scholar
Lave, Jean, and Etienne Wenger
1991Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Lee, Yo-An
2007 “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics39 (6): 1204–1230. CrossrefGoogle Scholar
Macbeth, Douglas
2003 “Hugh Mehan’s “Learning Lessons” Reconsidered: On the Differences between the Naturalistic and Critical Analysis of Classroom Discourse.” American Educational Research Journal40 (1): 239–280. CrossrefGoogle Scholar
2004 “The Relevance of Repair for Classroom Correction.” Language in Society331: 703–736. CrossrefGoogle Scholar
2011 “Understanding Understanding as an Instructional Matter.” Journal of Pragmatics43 (2): 438–451. CrossrefGoogle Scholar
Margutti, Piera
2006 “Are You Human Beings? Order and Knowledge Construction through Questioning in Primary Classroom Interaction.” Linguistics and Education17 (4): 313–346. CrossrefGoogle Scholar
2010 “On Designedly Incomplete Utterances: What Counts as Learning for Teachers and Students in Primary Classroom Interaction.” Research on Language & Social Interaction43 (4): 315–345. CrossrefGoogle Scholar
McHoul, Alec
1978 “The Organization of Turns at Formal Talk in the Classroom.” Language in Society7 (2): 183–213. CrossrefGoogle Scholar
Mehan, Hugh
1979aLearning Lessons: Social Organization in the Classroom. Cambridge/
London: Harvard University Press. CrossrefGoogle Scholar
1979b ““What Time is it, Denise?”: Asking Known Information Questions in Classroom Discourse.” Theory into Practice18 (4): 285–294. CrossrefGoogle Scholar
1998 “The Study of Social Interaction in Educational Settings: Accomplishments and Unresolved Issues.” Human Development41 (4): 245–269. CrossrefGoogle Scholar
Mercer, Neil
1995The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Clevedon: Multilingual Matters.Google Scholar
Mercer, Neil, and Karen Littleton
2007Dialogue and the Development of Children’s Thinking. A Sociocultural Approach. London/New York: Routledge. CrossrefGoogle Scholar
Mol, Suzanne E., Adriana G. Bus, Marta T. de Jong, and Daisy J.H. Smeets
2008 “Added Value of Dialogic Parent-child Book Readings: A Meta-analysis.” Early Education & Development19 (1): 7–26. CrossrefGoogle Scholar
Nassaji, Hossein, and Gordon Wells
2000 “What’s the Use of ‘Triadic Dialogue?: An Investigation of Teacher-Student Interaction.” Applied Linguistics21 (3): 376–406. CrossrefGoogle Scholar
Nicolopoulou, Ageliki, and Michael Cole
1993 “Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, its Play-World, and its Institutional Contexts.” InContexts for Learning: Sociocultural Dynamics in Children’s Development, ed. byEllice A. Forman, Norris Minick, and C. Addison Stone, 283–313. New York: Oxford University Press.Google Scholar
Nystrand, Martin, and Adam Gamoran
1991 “Student Engagement: When Recitation becomes Conversation.” In Effective Teaching: Current Research, ed. byHersholt C. Waxman and Herbert J. Walberg, 257–276. Berkeley, Calif.: McCurchan Publishing Company.Google Scholar
Pantaleo, Sylvia
2007 “Interthinking: Young Children Using Language to Think Collectively during Interactive Read-alouds.” Early Childhood Education Journal34 (6): 439–447. CrossrefGoogle Scholar
Pomerantz, Anita
1984 “Agreeing and Disagreeing with Assessments: Some Features of Preferred/Dispreferred Turn Shapes.” InStructures of Social Action Studies in Conversation Analysis, ed. byJ. Maxwell Atkinson and John Heritage, 57–101. Cambridge: Cambridge University Press.Google Scholar
Reese, Elaine, and Adell Cox
1999 “Quality of Adult Book Reading Affects Children’s Emergent Literacy.” Developmental Psychology35 (1): 20–28. CrossrefGoogle Scholar
Reese, Elaine, Adell Cox, Diana Harte, and Helena McAnally
2003 “Diversity in Adults’ Styles of Reading Books to Children.” InOn Reading Books to Children: Parents and Teachers, ed. byAnne van Kleeck, Steven A. Stahl, and Eurydice B. Bauer, 37–57. Mahwah, N.J.: Lawrence Erlbaum.Google Scholar
Rogoff, Barbara
1990Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.Google Scholar
2003The Cultural Nature of Human Development. Oxford: Oxford University Press.Google Scholar
Sinclair, John McHardy, and Malcolm Coulthard
1975Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press.Google Scholar
Sterponi, Laura
2007 “Clandestine Interactional Reading: Intertextuality and Double-voicing under the Desk.” Linguistics and Education18 (1): 1–23. CrossrefGoogle Scholar
Szymanski, Margaret H
2003 “Producing Text through Talk: Question-answering Activity in Classroom Peer Groups.” Linguistics and Education13 (4): 533–563. CrossrefGoogle Scholar
Tabak, Iris, and Eric Baumgartner
2004 “The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding.” Cognition and Instruction22 (4): 393–429. CrossrefGoogle Scholar
Ten Have, Paul
2007Doing Conversation Analysis. A Practical Guide. London: Sage. CrossrefGoogle Scholar
Vygotsky, Lev S
1978Mind in Society. The Development of Higher Psychological Processes. 
Cambridge, Mass./London: Harvard University Press.Google Scholar
1986Thought and Language. Cambridge, Mass./London: MIT Press.Google Scholar
Wells, Gordon
1993 “Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom.” Linguistics and Education5 (1): 1–37. CrossrefGoogle Scholar
Wenger, Etienne
1998Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
What Works Clearinghouse
2007WWC Intervention Report: Dialogic Reading. U.S. Department of Education: Institute of Education Sciences.Google Scholar
Wiseman, Angela
2011 “Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together.” Early Childhood Education Journal381: 431–438. CrossrefGoogle Scholar
Wood, David, Jerome S. Bruner, and Gail Ross
1976 “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry171: 89–100. CrossrefGoogle Scholar
Grindley, Sally, and Peter Utton
2001Sssst! Amsterdam: Altamira Jeugd/Uitgeverij Sjaloom. (Dutch translation of Grindley, Sally and Peter Utton. 1999. Shhh! London: Hodder Children’s Books.)Google Scholar
Cited by

Cited by 7 other publications

Hellermann, John & Teppo Jakonen
2015.  In Research Methods in Language and Education,  pp. 1 ff. Crossref logo
Hellermann, John & Teppo Jakonen
2017.  In Research Methods in Language and Education,  pp. 449 ff. Crossref logo
Pulles, Maaike, Jan Berenst, Tom Koole & Kees de Glopper
2021. Text formulations as practices of demonstrating understanding in dialogic reading. Text & Talk 41:4  pp. 515 ff. Crossref logo
Pulles, Maaike , Jan Berenst, Tom Koole & Kees De Glopper
2021. How primary school children address reading problems in dialogic reading. Research on Children and Social Interaction 4:2 Crossref logo
Takahashi, Junko
2021. Answering vs. exploring: Contrastive responding styles of East-Asian students and native-English-speaking students in the American graduate classroom. Linguistics and Education 64  pp. 100958 ff. Crossref logo
Willemsen, Annerose, Myrte Gosen, Tom Koole & Kees De Glopper
2021. Asking for more. Research on Children and Social Interaction 4:2 Crossref logo
Willemsen, Annerose, Myrte N. Gosen, Marije van Braak, Tom Koole & Kees de Glopper
2018. Teachers’ open invitations in whole-class discussions. Linguistics and Education 45  pp. 40 ff. Crossref logo

This list is based on CrossRef data as of 17 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.