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Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English

University at Albany

Martin Nystrand and Adam Gamoran

University of Wisconsin, Madison

This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations and for low-achieving as well as high-achieving students, although interpretations are complicated because instruction is unequally distributed across tracks. Overall, the results suggest that students whose classroom literacy experiences emphasize discussion-based approaches in the context of high academic demands internalize the knowledge and skills necessary to engage in challenging literacy tasks on their own.

Key Words: classroom discourse • English language arts • instruction • literacy • secondary education

American Educational Research Journal, Vol. 40, No. 3, 685-730 (2003)
DOI: 10.3102/00028312040003685


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