Conceptualizing instructional explanation

Abstract

Explanation is described as a distinct form of instructional talk having four characteristics. These characteristics were derived from the qualitative analysis of the verbal interactions of four sets of effective and less effective second-, third-, and fifth-grade teachers studied in each of four different academic years as they taught reading skills and strategies to low-group students. The characteristic properties were identified by comparing the verbal explanation of the effective teachers with the instructional talk of less effective teachers. Excerpts of lesson transcripts are used to illustrate each of the characteristic properties, and implications are suggested for instructional psychology, teacher effectiveness research, and teacher education.