Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question (contestable, semi-open, or quiz-like) and teachers' follow-ups (prompting, pressing for reasoning, active listening), and further categorized as indicating either high or low levels of dialogic talk. Multilevel modeling that accounts for student participation rate, discussion topic, and students' demographic information shows that high dialogic teacher talk positively predicts students’ persuasive essay scores, while low dialogic teacher talk negatively predicts their scores. The study supports existing hypotheses about the role of teacher dialogic talk in whole-class settings.

研究表明，对话式课堂话语对于支持诸如阅读理解和词汇发展之类的学术成果的重要性。这项研究探讨了在42个教室的全教室讨论中的教师谈话与4至7年级学生的讨论后说服性论文之间的关系（n = 471）。老师的演讲是按问题的类型（可争议，半公开或类似测验）和老师的跟进（提示，紧迫的推理，积极的倾听）进行编码的，并进一步分类为表明对话性对话的高低。多级建模考虑了学生的参与率，讨论主题和学生的人口统计学信息，显示出高水平的对话性老师的演讲可以积极预测学生的说服力，对话性老师的谈话语调低，负面地预测他们的成绩。该研究支持有关教师对话性谈话在全班环境中的作用的现有假设。