My research analyzes classroom talk patterns across time to better understand the roles, functions and impact of teacher and student talk on teaching and learning. I examine the instructional repertoires of elementary teachers as they use children's literature to teach language, content, and literate practices. I have a special interest in questioning, response-able talk practices, and what a dialogic stance to teaching and learning can look like in our classrooms.
I have published in peer-reviewed research journals including Elementary School Journal, Research in the Teaching of English, Journal of Literacy Research, Discourse Processes, Linguistics and Education, Pedagogies, Research Papers in Education, and Language and Education; and peer-reviewed teaching journals such as Reading Teacher and Language Arts. I’ve also written several chapters in edited volumes. My book, Real talk in elementary classrooms: Effective oral language practice, is co-authored and published by Guilford Press.