Early childhood educators are encouraged to read with infants, yet little is known about the educator-infant book-focused interactions that occur in Early Childhood Education and Care (ECEC) centres. This study provides a systematic linguistic analysis of the naturally occurring interactions between one focal child Charlie (aged 21 months and…

Introduction: Among its contemporaries, the updated Bloom's taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to…

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and…

In this study we investigated the frequency and types of questions asked when parents read with their four-year-old children, the relationship between the frequency and types of questions parents and children asked, and the relationship between these and the children's early literacy knowledge. Forty dyads shared two narrative texts and two…

In this book, the author suggests that to truly learn, students should be puzzled about new knowledge. Question-finding, the unique strategy described in the book, fosters this learning by leading adolescent students to probe the multiple meanings of text and ask challenging, open-ended questions. Focus units illustrate how teachers can use…

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

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

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)

Proposing the meeting of student and curriculum as a dialogue, this paper explores that meeting as an active participation in which students both "hear" the voice of the curriculum and "speak" to it. The paper argues that for such a dialogue to occur, each participant's language must have not only ideas to share and questions…

A study investigated the effectiveness of a story structure questioning strategy upon the reading comprehension of sixth grade students. An alternate questioning strategy was used as a comparison treatment, and involved more traditional literal, interpretative, and problem solving questions. On the basis of reading level scores, 100 students were…

Over the years, teacher questions have consistently aimed at literal comprehension, indicating that teachers lack understanding of the reading-thinking-questioning hierarchy. Benjamin Bloom's "Cognitive Taxonomy" can serve as a hierarchical framework for the design of questions. Within this framework, a teacher can confront decision…

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)

Notes that intermediate grade students who still have difficulty understanding implied messages in print have a limited time for learning the skill. Suggests that the traditional teaching method of questioning about a passage is ineffective, and proposes a direct instruction method for use in a variety of situations. Recommends materials that…