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Investigating the Role of Student Talk Moves in Persuasive Writing

Datos Bibliográficos

ID7166145
AutoresShireen Al‐adeimi (0000-0002-6365-1500, Teacher Education Department College of Education, Michigan State University 620 Farm Lane, Erickson Hall 327 East Lansing Michigan 48824 USA, autor de correspondencia)
Año2025
Volumen60
Número1
Fecha de publicación2025-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaReading Research Quarterly (JOURNAL)
Identificadores de la revistaISSN: 0034-0553 • E-ISSN: 1936-2722
EditorialWiley (PUBLISHER • GB)
DOI10.1002/rrq.596
OpenAlexW4405009112
IdiomaEN
Citas recibidas6
Referencias citadas39

While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student‐generated talk moves during whole‐classroom discussions, as captured by the Low‐Inference Discourse Observation tool, predict subsequent written persuasive essays on the same topic. In this study, 471 written persuasive essays from students in grades 4 through 7, as well as classroom‐level discussion features from 42 classrooms are analyzed using a Cumulative Link Mixed Model to account for the ordinal nature of the essay scores and the hierarchical data structure. Findings highlight the infrequency of peer‐to‐peer interactions, a highly dialogic talk move that was absent in most classroom discussions analyzed. Additionally, controlling for teacher talk moves, topic variations, and student demographics, the analysis revealed that student‐generated questions positively predicted persuasive essay scores, whereas minimal responses had a negative effect. These findings underscore the significance of student contributions to dialogic interactions in classroom discussions, providing empirical evidence for their role in supporting argumentative writing skills

Mathematics education · Pedagogy · Phonics · Primary education · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology