Research Supporting Shared Inquiry Practices

Literature discussion makes a significant contribution to superior reading, thinking, and learning skills.

Allington, R.L., Johnson, P.H., & Day, J.P. July (2002). Exemplary fourth-grade teachers. Language Arts, 79(6), 462–466.

Langer, J., & Close, E.E. (2001). Improving literacy understanding through classroom conversation. Washington, D.C.: Office of Educational Research and Improvement.

Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York: Scholastic.

Challenging literature engages students, promotes discussion, and strengthens literacy learning.

Applebee, A.N., Langer, J.A., Nystrand, M., Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performances in middle and high school English. American Educational Research Journal, 40(3), 685–730.

Au, K.H., & Raphael, T.E. (1998). Curriculum and teaching in literature-based programs. In T.E. Rafael & K.H. Au (Eds.), Literature-based instruction: Reshaping the curriculum. Norwood, MA: Christopher-Gordon Publishers, Inc.

Langer, J.A. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38(4), 837-880.

Pressley, M., & Woloshyn, V. (Eds.) (1995). Cognitive strategy instruction that really improves children's academic performance. Cognitive Strategy Training Series (2nd ed.). Cambridge, MA: Brookline Books.

Roser, N.L. (1994). From literature to literacy: A new direction for young learners. In J. Flood and J.A. Langer (Eds.), Literature instruction: Practice and policy. New York: Scholastic. 

Teacher questioning with wait time supports higher-order learning better than praise.

Brophy, J. (1981). Teacher praise: A functional analysis. Psychological Review, 88 (2), 93–134.

Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57(1), 69–95..