[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590643-105":59,"doc-detail-590643-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","quality-talk-developing-students-discourse-to-promote-high-level-comprehension","Quality Talk - Developing Students’ Discourse to Promote High-level Comprehension","","Students often have difficulty comprehending complex, content-rich texts from both print and digital media. This article reports a year-long study of Quality Talk, a teacher-facilitated small-group discussion approach used in two fourth-grade classrooms. Teachers provided discourse-focused mini-lessons and weekly language arts discussions. Video-recorded analyses show reduced teacher-initiated discourse and increased student critical-analytic talk, alongside statistically and practically meaningful gains in students’ basic and high-level comprehension.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/quality-talk-developing-students-discourse-to-promote-high-level-comprehension/590643/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/quality-talk-developing-students-discourse-to-promote-high-level-comprehension/590643.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Quality Talk, and how was it implemented in the study?","Question",{"text":112,"@type":113},"Quality Talk is a teacher-facilitated small-group discussion approach. Teachers used mini-lessons on discourse elements (e.g., questioning, argumentation) and held weekly text-based discussions in language arts classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the video-recorded discussion analysis reveal about classroom discourse?",{"text":117,"@type":113},"Teacher-initiated discourse elements decreased, indicating responsibility shifted to students. Student discourse showed increased critical-analytic thinking such as elaborated explanations and exploratory talk.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Quality Talk affect students’ comprehension outcomes?",{"text":121,"@type":113},"Written measures indicated statistically and practically significant increases in both basic and high-level comprehension, supporting small-group discourse as a way to foster individual learning outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590643,1792165706,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","American Educational Research Journal October 2018, Vol. 55, No. 5, pp. 1113–1160 DOI: 10.3102/0002831218771303  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2018 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nQuality Talk: Developing Students’ Discourse to Promote High-level Comprehension  \nP. Karen Murphy   \nThe Pennsylvania State University Jeffrey A. Greene  \nThe University of North Carolina–Chapel Hill  \nCarla M. Firetto  \nArizona State University  \nBrendan D. Hendrick  \nThe University of North Carolina–Chapel Hill Mengyi Li  \nAmerican Institutes for Research  \nCristin Montalbano  \nThe University of North Carolina–Chapel Hill  \nLiwei Wei  \nThe Pennsylvania State University  \nStudents often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students’ basic and high-level comprehension, in two fourth-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements, indicating a release of responsibility to students, whereas students’ discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk) . Importantly, statistically and practically significant increases were evidenced on written measures of students’ basic and high-level comprehension, indicating the promise of small-group discourse as a way tofoster individual student learning outcomes.  \nKEYWORDS: argumentation, classroom discussion, critical thinking, Quality Talk, reading comprehension  \nCritically analyzing and comprehending content-rich, complex text  \nessential in light of the rapid proliferation of print and digital media  \nis  \nin  \nMurphy et al.  \nthe 21st century. Unfortunately, students often struggle when using texts from print and digital media to complete fundamental tasks such as answering inferential questions, finding quality information, vetting sources, evaluating arguments, or comprehending complex ideas (e.g., Br˚aten, Britt, Strømsø, & Rouet, 2011) . Recent results provided by the National Assessment of Educational Progress (NAEP) revealed a substantive proportion of tested students failed to achieve basic comprehension, much less high-level comprehension as a result of engaging with text (U.S. Department of Education [USDE], Institute of Education Sciences [IES], National Center for Education Statistics [NCES], 2015) . The term high-level comprehension refers to the outcome produced when students critically and reflectively engage with text (i.e., critical-analytic thinking) and meaningfully consider the nature and quality of the content or arguments within text (i.e., Iordanou, Kendeou, & Beker, 2016) . Educators need an instructionally supported intervention designed to  \nP. KAREN MURPHY is a distinguished professor of education at The Pennsylvania State University, 102 CEDAR Building, University Park, PA 16802; [e-mail:](e-mail: pkm15@psu.edu)[ pkm15@psu.edu](e-mail: pkm15@psu.edu), where she holds a joint appointment in the Educational Psychology program and the Children, Youth, and Families Consortium. She is also serving as the editor-in-chief of the Review of Educational Research. Her current research focuses on the role of classroom discussion on students’ high-level comprehension (see www.qualitytalk.[psu.edu](psu.edu)).  \nJEFFREY A. GREENE is an associate professor of educational psychology and learning sciences in the School of Education at the University of North Carolina at Chapel Hill. His research interests include effective means of promoting digital literacy, particularly via helping students enact self-regulated learning and epistemic cognition.","cbCainHN688ORqiU","https://ap.wps.com/l/cbCainHN688ORqiU","pdf",5556721,48,"English","# Quality Talk overview\n## Study design and instructional approach\n## Findings from discourse analysis\n## Impact on comprehension measures","[{\"question\":\"What is Quality Talk, and how was it implemented in the study?\",\"answer\":\"Quality Talk is a teacher-facilitated small-group discussion approach. Teachers used mini-lessons on discourse elements (e.g., questioning, argumentation) and held weekly text-based discussions in language arts classes.\"},{\"question\":\"What did the video-recorded discussion analysis reveal about classroom discourse?\",\"answer\":\"Teacher-initiated discourse elements decreased, indicating responsibility shifted to students. Student discourse showed increased critical-analytic thinking such as elaborated explanations and exploratory talk.\"},{\"question\":\"How did Quality Talk affect students’ comprehension outcomes?\",\"answer\":\"Written measures indicated statistically and practically significant increases in both basic and high-level comprehension, supporting small-group discourse as a way to foster individual learning outcomes.\"}]","Quality Talk - Developing Students’ Discourse to Promote High-level Comprehension | PDF",1792070108,121]