Classrooms are typically organized around the expectation that students' voices should be used primarily for reciting answers elicited by teachers. Numerous studies show that moving away from this recitation model towards more dialogic practices has the potential to make literacy learning more effective and inclusive. Yet, dialogic classrooms in which students' voices work together to create knowledge and make meaning of texts remain rare, especially in classrooms serving students of low-income and minority backgrounds. In order to understand how teachers develop their thinking about student voice and dialogic practices in literacy learning, I completed a qualitative case study of ten teachers using a narrative methodology. Drawing on a Vygotskian framework, I explored the stories novice teachers shared in explaining their thinking about the roles of students' voices and the way these roles were shaped by their perceptions of their students' personalities and "perezhivanie." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]