Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom¶

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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In high-mediating classrooms, low and middle SES children's elaborated utterance means were approximately equal, while in the low-mediating classroom low SES children outproduced higher SES children on elaborated utterances. → 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

A significant mediation-by-SES interaction was obtained in the analysis of variance of children's elaborated utterances; in high-mediating classrooms the low and middle SES means were "approximately.cOlual,.42.65".

"In the high-mediating teacher t'classrooms, the means for the low socio - economic (Sts)- status and middlesociO-economic subjects wegd'approximately.cOlual,.42.65."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it
• More children who could shift codes were found in the classroom of the highest mediating teacher — related
• Elaborated coding was associated with higher reading scores among the observed children — related
• High teacher mediation is associated with more children talking and higher frequency of both elaborated and restricted talk — related
• MLE mediation is reported as applicable and beneficial even when learners receive it late or face environmental, socio-economic or mental barriers — related
• Motor development milestone timing varies by cultural childcare practice, but functional motor competence equalizes by middle childhood. — related
• Student utterances requiring instructional scaffolding rose from about 16.1% early in the consultation to about 34.8% late — related
• Descriptive analyses suggest game-based learning may be less beneficial for cognitive outcomes in low-SES students than high-SES students, but this is preliminary — related
• Parental language input differs in quantity and quality across SES groups and relates to children's vocabulary, grammar, and processing development — related
• Findings on teacher mediation patterns differ from the Gahagans' conclusion of no difference in teacher verbal mediation — related