How vocal and silent forms of participation in combination relate to student achievement

Abstract We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on sample 639 ninth-grade students (32 classes). measured the duration for each individual student during Czech language arts lessons. completed an inventory determine their engagement. Student achievement using results from standardized reading literacy tests. also inquired about socioeconomic backgrounds identified five distinct participation profiles (eager, chatty, diligent, aloof, disconnected) analyzed whether could predict achievement. found that profile with high performed best, low worst. Analyzing inconsistent profiles, we did not guarantee if accompanied by talk. Our findings thus highlight important role relation learning.