Investigates the ways in which primary school-aged children engage a teacher's attention through active solicitation. Argues that examining these interactions reveals both what the children do and allows for a redefinition of a conceptualization of "talk engagement." (FL)

Suggests, based on observations of children in a nursery school drawing activity, that what children understand about drawing is intimately tied to what they know of drawing activities undertaken in a particular social context. (FL)

Examines the effect of management and turn-allocation activities on students' reading performance during classroom lessons. Shows that the teacher was often oriented toward other class members while eliciting information during students' reading turns. (FL)