Effective interventions are needed to bolster students’ argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to small-group classroom discussion shown to support students’ oral argumentation with preliminary evidence that it may also bolster students’ written argumentation. Teachers often must adapt interventions to their local context, balancing needed flexibility with sufficient adherence to fidelity to reach expected efficacy. The present study was conducted over one school year with two fifth-grade teachers and their 46 students. In Phase I, two participating teachers implemented a refined version of QT, and we examined the effects on students’ oral and written argumentation performance. While typical gains in students’ oral argumentation performance were evidenced, students’ written argumentation did not improve to the degree expected, particularly in terms of performance with unfamiliar texts. In Phase II, both teachers reincorporated a component of QT (i.e., regular post-discussion written argumentation practice) they had adapted in Phase I, and one teacher added a new written argumentation scaffold designed to further bolster students’ transfer from oral to written argumentation. By the end of the study, students from both classes evidenced growth in written argumentation, but the students from the class receiving the writing scaffold outperformed comparison class students with large effects. Findings underscore the importance of including regular post-discussion written argumentation practice and illustrate the added value of a new written argumentation scaffold, while also contributing to a better understanding of how to balance flexibility and fidelity for efficacious QT implementation.

中文翻译：

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通过完善有效的话语干预来增强学生的书面论证能力：谈判灵活性与忠诚度之间的细微界限

需要有效的干预措施来增强学生的论证能力，这是他们不断挣扎的领域。质量讨论（QT）是一种小组课堂讨论的方法，旨在通过初步证据支持学生的口头辩论，也可以加强学生的书面论证。教师通常必须根据当地情况调整干预措施，在所需的灵活性和对忠诚的充分坚持之间取得平衡，以达到预期的效果。本研究是在一个学年中与两名五年级老师及其46名学生一起进行的。在第一阶段，两名参与的老师实施了QT的改进版本，我们研究了对学生口头和书面论证表现的影响。虽然可以证明学生口头辩论表现的典型提升，学生的书面论证没有达到预期的程度，特别是在不熟悉课文的表现方面。在第二阶段中，两位老师都重新整合了他们在第一阶段中采用的QT的一部分（即定期的讨论后书面论证练习），并且一位老师添加了新的书面论证支架，旨在进一步促进学生从口头转为书面论证。 。到研究结束时，两个班级的学生都证明了书面论证的增长，但是班级中接受写作支架的学生的表现远优于比较班的学生。研究结果强调了定期讨论后书面论证实践的重要性，并说明了新的书面论证支架的附加价值，