Award Date


Degree Type


Degree Name

Doctor of Philosophy in Curriculum and Instruction


Curriculum & Instruction

First Committee Member

Cyndi Giorgis, Chair

Second Committee Member

Thomas W. Bean

Third Committee Member

Frank W. Serafini

Graduate Faculty Representative

Lori Olafson

Number of Pages



The purpose of this multi-case study was to investigate the instructional roles teachers utilize in whole group and small group discussion. This study highlights the questioning and response strategies two elementary teachers used during read alouds and literature discussions. Data sources included whole group and small group discussions, interviews, teachers' reflection journals, classroom observations, researcher field notes, and Informal correspondence. Data were analyzed using Merriam's (1998) analytic framework for case study. A within-case analysis was conducted for each case, followed by a cross-case analysis. Through with-in case analysis questioning and response categories were developed. These categories included: appealing, prompting, examination, labeling, seeking agreement, critical junctures, expanding, and release. Additionally, a cross-case analysis resulted in the identification of two themes across both cases, which were teacher as solicitor and teacher as facilitator. The findings indicate that the teachers' instructional approaches, teacher as solicitor and teacher as facilitator, were impacted by university collaboration, teachers' reflective practice, administrative pressures, tension with high-stakes testing, and curricular demands. A key implication of this study is the need for instructional planning time that allows for time for teachers to collaborate and share ideas about the benefits of including literature discussion in their reading programs.


Book selection; Children's literature; Group reading; Literature discussions; Picture books for children; Oral reading; Read alouds; Teacher's instructional role


Curriculum and Instruction | Elementary Education and Teaching | Reading and Language

File Format


Degree Grantor

University of Nevada, Las Vegas




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