Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years

This is the pre-peer reviewed version of the following article 'Teacher-child interaction in the teaching of reading: a review of research perspectives over twenty-five years' Journal of Research in Reading 28(1) pp.15-27, which has been published in final form at http://www3.interscience.wiley.com/journal/118693931/issue.Taking as a starting point a paper published in 1981, this paper considers the importance of interaction between teacher and pupil in learning to read. Twenty-five years ago, the study of classroom language was relatively new. Research perspectives have moved from describing the process of interaction between teacher and child to considering the outcomes. At the same time a greater awareness of the sociocultural nature of language and classrooms has developed. An enduring theme in research from a variety of perspectives has been the call for more extended opportunities for exchanges about texts and more reciprocity in teacher-child dialogue. Studies of classroom practice, however, evidence persistence in the use of triadic dialogue in which the teacher controls the interaction and effectively closes down discussion. Despite initiatives calling for high-quality interaction, it is argued here that there is still no agreement about what high-quality interaction should look like