Students in the intervention group asked more authentic questions and used more student-directed turn allocation and reasoning in literary discussions¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the intervention group exhibited a 122% higher frequency of reasoning in their contributions, with very strong Bayesian support (ER = 249). → Dammert 2026

Evidence¶

Dammert 2026¶

Dammert, Y., Gasser, L., & Murphy, P. K. (2026). Effects of a literary intervention on teachers' monologic and dialogic practices and the quality of students' contributions. Instructional Science. https://doi.org/10.1007/s11251-026-09809-z

q2 · i? · causal · r2

Gamma regression model of student reasoning (turn-level justifications, if-then rules, analogies) per 10-minute discussion, in the same quasi-experimental multilevel analysis.

"Posterior estimates indicated that students in the IG exhibited a 122% higher frequency of reasoning in their contributions (gamma part). The evidence ratio (ER = 249) indicated very strong Bayesian support for a positive intervention effect,"

Discussion¶

Related Claims¶

• The intervention increased teachers' talk moves but decreased authentic teacher questions, contradicting the dialogic-practice hypothesis for questions — related
• A QT-based literary intervention reduced teachers' monologic practices (teacher turns, turn allocation, test questions, evaluation) in small-group discussions — related
• The intervention increased students' elaborated explanations and cumulative and exploratory talk — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related