Interestingly, it has been claimed that both non-scripted and scripted instructions are effective in maximising student achievement . However, scripted practice tends to denigrate educator judgement and democratic values while disempowering the ability to respond to the diverse learning needs of students. Although student choral responses may standardise participation, the expectation that students follow educator scripts exclusively limits the capacity to cater for student differences . Despite limited correlation between classroom discussion and reading comprehension, dialogue-intensive pedagogy is positively related to literary performance on writing tasks while incorporating socially cooperative learning structures that facilitate the transition from guided practice to independent practice. Overall, the social constructivist nature of the student-focused exchanges and interventions in these pedagogies highlights the importance of acquiring knowledge and skills within a social context.