In this article, a methodology for utilizing eight Thinking Maps that are linked to a cognitive taxonomy will be explored. Firstly, the various taxonomies focusing on cognitive processes will be elaborated upon, namely Bloom's Taxonomy as well as Barret's Taxonomy that is used in the education system. Following this, the article will explore the…

Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based…

Textbook questions and exercises are quintessential part of every textbook. One can easily locate textbook questions at the end of the every chapter and also in between the texts. What are they meant for? Usually we think they are meant for assessing learners' understanding regarding subject knowledge, providing clue to teacher to form other…

Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the…

Current educational standards call for students to engage in the skills of research and inquiry, with a focus on gathering evidence from multiple information sources, evaluating the credibility of those sources, and writing an integrated synthesis that cites evidence from those sources. Opportunities to build strong research skills are critical,…

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Reviews the literature on the role of questions in education, in philosophical analysis, and in practical and therapeutic settings. The discussion deals with the effects of questions on respondents, questioning strategies, and the impact of questions on the respondents' cognitive and expressive processes. (AM)

This article examines the research on different levels of questions inserted in prose. The first section defines the level of questions and presents a number of theoretical issues. The second section discusses methodological issues in research, such as inadequate directions to subjects. The final section provides recommendations for further…

Major research on questioning has focused on the numbers and types of questions asked by teachers, the effects of teachers' questions on students, the questioning process, questioning as used in textbooks, and the questioning pattern (what the teacher does immediately after asking a question). Teachers who have few skills to utilize questioning…

This review of research on the effectiveness of adding questions to text materials to improve learning and the research on feedback posits that there is a connection between the findings in these two areas that can be viewed from an information processing perspective. A model of information processing taken from Gagne is used to organize the…

Research studies on questioning techniques are reviewed, and a list of suggestions regarding the role of the teacher in the art of questioning concludes the article. Suggestions include: avoid using questions to introduce lessons; keep content-oriented questions specific; do not expect students to guess what you mean. (KC)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Methods developed by Rothkopf; McConkie, Rayner and Wilson; McGaw and Grotelueschen; DiVesta and Rickards to assess prose processes produced by adjunct postquestions are reviewed. The processes are: specific backward; general backward; specific forward; and general forward. (MH)

This paper is intended as an introduction to the concept of comprehension monitoring, which is an important component of reading and involves evaluating and regulating one's ongoing comprehension processes. A discussion of research that investigated comprehension monitoring with both children and adults is presented and the implications for…

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)