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This research showed a strong link between a given student’s talk time and number of utterances featuring reasoning and that student’s achievement. As for student talk time, a connection at the classroom level was also identified-students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socioeconomic background or gender.
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