Academic success is contingent on multiple factors not the least of which is literacy and comprehension. However, research demonstrates that literacy and comprehension levels for traditional aged high secondary school students, as well as non-traditional adult college students threaten the academic success of these demographics. Identifying…

This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also…

When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As…

Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and…

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Research has established that classroom verbal interaction typically involves turn taking cycles described as "teacher solicits,""pupil responds," and "teacher reacts." A study examined the question/answer cycles occurring within 36 videotaped language arts lessons conducted by six elementary school teachers and made inferences regarding what…

Discusses the shortcomings of teacher preparation in the area of questioning. Proposes using two contrasting paradigms for developing and analyzing questions for use with different texts and for different purposes. (FL)

Examines how teachers use questions to socialize and control students. (FL)

Research on the effects of questioning in the classroom has explored the placement, timing, type, and social impact of questions. Principles of good questioning include the following: (1) well-stated questions should be concise, clear, and complete; (2) questions should be topical in nature, requiring a complex answer; (3) yes or no questions…

Describes Note Cue, a strategy to help students participate in class discussions. Notes that this strategy is well suited to English-as-a-second-language (ESL) students, at-risk students, and culturally different students who may not be familiar with the subtle aspects of English. (RS)

Based on the idea that inference abilities are essential to comprehension, this essay discusses systematic oral questioning strategies designed to help both junior and senior high school teachers develop students' reading comprehension abilities. Questioning strategies are examined in terms of their purpose, efficiency, motivation, and required…

All first, second, and third grade teachers in one rural southwestern school district were observed to find out (1) what they were doing while their reading groups read stories, (2) whether they changed their teaching strategies when they changed reading groups, and (3) whether their strategies during story reading changed from grade to grade.…

Examines the influence of training on three middle school teachers' use of guides for three levels of comprehension during content area lessons. Those teachers who had acquired high levels of knowledge through training in goals and procedures tended to shift and adapt the distribution of questions they asked students. Views these adaptations as…