Elaborated coding was associated with higher reading scores among the observed children¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1976 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Children's elaborated coding was associated with higher reading scores in the studied classrooms. → Stecher 1976

Evidence¶

Stecher 1976¶

Stecher, Judith S. (1976). A Description of Teacher Verbal Mediation and of Children's Verbal Coding in Selected Early Childhood Classrooms. https://eric.ed.gov/?id=ED126733

q2 · i? · associational · r1

Listed among the product variables of the Dunkin and Biddle model framing the study: "Elab codir4g was associated with higher reading scores". The article prints no coefficient or test statistic for this association.

"Elab codir4g was associated with higher reading scores"

Discussion¶

Related Claims¶

• High teacher mediation is associated with more children talking and higher frequency of both elaborated and restricted talk — related
• More children who could shift codes were found in the classroom of the highest mediating teacher — related
• Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom — related
• Low reading-group first graders read far fewer words than high-group peers, limiting elaboration — related
• The intervention increased students' elaborated explanations and cumulative and exploratory talk — related