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, Pedagogies, 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.