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Making thinking visible: metacognitive teacher talk in small-group reading instruction for upper elementary multilingual learsners
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DOI：10.1016/j.cedpsych.2026.102471.png)
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Abstract
En 中文
• Studied metacognitive teacher talk in small-group instruction for multilingual learners. • Compared talk patterns by literacy domain and students’ initial proficiency. • Low-initial groups showed more planning, modeling, or monitoring talk. • High-initial groups showed more personal or conditional knowledge talk. • Similar talk moves served different functions across literacy domains.
Keywords:
Metacognitive scaffolding
Multilingual learners
Reading instruction
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