ABSTRACT
Discussion has been a staple instructional activity used in classrooms for many years. However, its form and purpose have evolved considerably over time. In its typical, or traditional form, discussion occurs as a post-reading event in which the teacher assists and assesses students’ comprehension of text (Barr & Dreeben, 1991). This type of discussion (alternatively referred to as recitations or teacher-led discussions) usually occurs with the whole class or with a small group of students. The teacher plays a central role by initiating topics for discussion, usually by asking questions, and soliciting student responses to those questions. Students typically assume the role of respondent, and the teacher evaluates their responses. Cazden (1986) and Mehan (1979) characterized the patterns of discourse in these classroom events as having an I-R-E (initiate, respond, evaluate) participant structure.
