What type of learners are likely to perform better with increased wait time in discussions?

In discussions, extending wait time can be particularly beneficial for beginning English Language Learners (ELLs). These students often require additional time to process information, formulate responses, and overcome language barriers. When educators allow for longer pauses after asking questions, it gives these learners the opportunity to think critically and engage more fully with the content without the pressure of immediate responses.

Beginning ELLs are still developing their language proficiency and may struggle to articulate their thoughts quickly due to limited vocabulary and grammar skills. The extra wait time can help reduce anxiety, allowing them to participate more effectively. This supportive learning environment fosters their confidence and encourages participation, leading to better understanding and retention of the subject matter.

As for the other groups, advanced ELLs, gifted students, and native English speakers might not benefit from increased wait time in the same way. Advanced ELLs and gifted students often have the skills and confidence to respond quickly, while native English speakers are generally comfortable with the language and may not require additional processing time to formulate their thoughts. Therefore, the emphasis on extended wait time as a strategy is especially valuable for beginning ELLs in facilitating their learning and engagement.