Balancing comprehension and conversation: How elementary teachers manage multiple purposes for text discussions

Abstract

This comparative case study, based on 12 interviews and 16 classroom observations, examines the instructional purposes of four experienced elementary teachers as they conducted text discussions. The teachers described the tensions they experienced in simultaneously trying to improve students' skills in conversation and comprehension. They used different strategies to manage those tensions, but often felt unsuccessful in resolving them. Overall, teachers' stated purposes during interviews aligned with their enacted purposes during discussions. However, their intention to help students respond to and engage with others' ideas was less apparent in practice. The findings have implications for teacher education and professional development.