The efficacy of a dialogic learning environment in fostering literacy

This comparative study examines the role ofcontextual features embedded in a dialogic environment in fostering literacy.The study, implemented by language arts teachers in a middle school setting,investigates the effectiveness of an instructional program designed to create acollaborative dialogic learning environment that imparts literacy. The programis compared to a traditional learning environment in which reading and writingare imparted through direct teacher instruction. Results indicate thatembedding literacy instruction in communities of discourse is superior totraditional methods in fostering reading comprehension and writing competence.Findings suggest that a dialogic environment creates the context within whichstudents develop cognitive tools to achieve literacy.