The Association Between Classroom Dialogic Interaction and Student Reading Performance: A Mixed Methods Study of Teacher Stance, Discourse Moves, and Reading Achievement

Erin Hogan; Yuting Sun

doi:10.1002/rrq.70009

The Association Between Classroom Dialogic Interaction and Student Reading Performance: A Mixed Methods Study of Teacher Stance, Discourse Moves, and Reading Achievement

Erin Hogan
, Yuting Sun

Teaching, Learning and Curriculum

Research output: Contribution to journal › Article › peer-review

Original language	English
Article number	e70009
Journal	Reading Research Quarterly
Volume	60
Issue number	2
DOIs	https://doi.org/10.1002/rrq.70009
State	Published - Apr 1 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus Subject Areas

Education
Developmental and Educational Psychology

Keywords

dialogic interaction
elementary school
mixed methods
pedagogical stance
reading performance

Access to Document

10.1002/rrq.70009

Cite this

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title = "The Association Between Classroom Dialogic Interaction and Student Reading Performance: A Mixed Methods Study of Teacher Stance, Discourse Moves, and Reading Achievement",

keywords = "dialogic interaction, elementary school, mixed methods, pedagogical stance, reading performance",

author = "Erin Hogan and Yuting Sun",

note = "Publisher Copyright: {\textcopyright} 2025 International Literacy Association.",

year = "2025",

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day = "1",

doi = "10.1002/rrq.70009",

language = "English",

volume = "60",

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AU - Sun, Yuting

PY - 2025/4/1

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KW - dialogic interaction

KW - elementary school

KW - mixed methods

KW - pedagogical stance

KW - reading performance

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U2 - 10.1002/rrq.70009

DO - 10.1002/rrq.70009

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SN - 0034-0553

VL - 60

JO - Reading Research Quarterly

JF - Reading Research Quarterly

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ER -

The Association Between Classroom Dialogic Interaction and Student Reading Performance: A Mixed Methods Study of Teacher Stance, Discourse Moves, and Reading Achievement

UN SDGs

ASJC Scopus Subject Areas

Keywords

Access to Document

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