In theory, engaging students in discussion helps them learn how to understand and think critically about texts. Researchers have sought to identify effective features of teacher-led text-based discussions by designing specific discussion-group programs and investigating their influence on students’ comprehension in upper elementary classrooms. However, little is known about how early elementary teachers guide students’ participation in and learning from whole-group text-based discussions. Because of the potential value of such instruction for developing reading comprehension, this study examines how early elementary teachers used effective discourse moves to support students’ engagement with and understanding of texts. We developed and examined the validity of a measure comprising 10 research-based discourse moves called Support for Students’ Learning from Text (SSLT). It was used to code text-based comprehension lessons in second- and third-grade classrooms. Findings indicated significant associations between teachers’ everyday use of SSLT discourse moves and students’ comprehension and vocabulary achievement.
