{'fraction_non_alphanumeric': 0.008143322475570033, 'fraction_numerical': 0.0, 'mean_word_length': 5.34020618556701, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An Analysis of Teachers' Discourse and Their Perceptions Concerncing the Use of Questioning and Feedback During Reading Instruction in Third Grade Classrooms

The purpose of this study was to investigate teacher talk during elementary reading instruction. The study was designed to gain insight into existing discourse patterns and to understand how change in these patterns might be facilitated. The design of the study evolved after a review of existing literature on the topic of teacher talk indicated a lack of widespread, intentional focus on classroom discourse and its potential impact on student learning.