ABSTRACT
This chapter offers readers the opportunity to make sense of the research in terms of the most important implication of all: what it might, could or should mean for primary classroom practice. The importance of the teacher modelling uncertainties and doubts moves beyond simply demonstrating language into setting up an exploratory ethos in the classroom, where children feel comfortable analyzing their misunderstandings and sharing their confusions. Within a typical UK primary classroom, reading opportunities happen on three levels: within the whole class, in small groups and independently. However, the small group reading setting has the most potential for the close teaching and modelling of dialogic engagement. In terms of their dialogic engagement with each other, six years of working in collaborative environments where teachers promote children's engagement with each other and expect them to be able to challenge each other without a risk to their social harmony should surely enable them to work in a more exploratory way.
