Findings on teacher mediation patterns differ from the Gahagans' conclusion of no difference in teacher verbal mediation¶

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? The study's finding of significantly different teacher mediation patterns contradicts the Gahagans' (1970) postulate of no difference in teacher mediation talk patterns. → 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

In the discussion the author contrasts her results with the Gahagans' earlier study: the findings "difered frOmthose. Of theGahagans (1970)", whose language programme study had omitted teacher talk as a context for children's coding.

"These findings not only difered frOmthose. Of theGahagans (1970) who postulatedno difference in teacher mediation'talk patterns but-may prove usefulantidotes t.o that.frequently identified teacher behaviorlabelled :'vagueness" by Dunkinand Biddle."

Discussion¶

Related Claims¶

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• Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension — related
• High teacher mediation is associated with more children talking and higher frequency of both elaborated and restricted talk — related
• Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom — related