An exploratory study of teachers’ supportive communication during interactive book reading in the classroom

This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged students.