Examines the process of question development in a second language. Shows that with greater English proficiency (1) there was less reliance on syntactically simple construction, (2) questions about personal information and actions and intentions questions increased, (3) requests for factual information and classification questions decreased. (SRT)

This study offers an alternative to traditional notions of scaffolding for reading comprehension by tracing the evolution of a fifth-grade small group literature conversation in which the teacher sought to displace himself as "primary knower" (Berry, 1981) in the conversation. The study examines how the teacher shared evaluation with his…