In the present study, it was hypothesized that the proportion of open questions teachers ask during shared book reading would be directly and indirectly (through class aggregated mean length of utterance) related to children's vocabulary and would be directly and indirectly (through class aggregated mean length of children's utterance and…

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers' questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is…

The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade…

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary…

The effect of post-passage question generation on comprehension question performance was examined. Students who were taught to generate "think"-type questions for reading comprehension performed better than students who were told to read and reread a story for comprehension on higher order inferential comprehension test items, but not on literal…

The use of high-level questions increased the high-and low-level understanding of fifth graders. Competitive environments produced significantly greater high-level understanding than did cooperative environments. (Editor)

Study asks whether laboratory findings, that isolation of an item facilitates its recall, extend to formal educational settings. (Authors)

Using a computer as a data source for a complex, open-ended problem, it was found that individuals approached problem solving differently than do pairs, and that the ability of the subjects determined the type of data requested, and how long it was processed. (JD)

Teachers introduced to six skills through concept-based training showed greater mastery of probing and informing skills than did a control group. (Editor)

A quantitative synthesis of fourteen studies was conducted to estimate the quasi-experimental and experimental effects of teachers' questioning strategies on academic achievement. Effects of predominantly higher order questions versus predominantly factual questions were examined. Results are discussed. (Author/MT)

In a comparison of good and low-average ability readers and five levels of prereading aids, it was revealed that good sixth grade readers understood reading passages best when no adjunct aids were given. (CJ)

Intermediate students scored better on reading comprehension tests when questions on content were interspersed in the text. (JD)

Results of a comparative study of direct instruction and inquiry teaching models suggest that direct instruction can be used successfully with complex subject content matter at the secondary school level. In teaching legal concepts to 30 high school students, direct instruction produced higher multiple choice and essay test scores, while inquiry…

The authors examined the use of the elaborative interrogation (EI) strategy with a lengthy text in a technology-enhanced environment. As commonly found in traditional and online text materials, questions appeared in the right margins of the text. Seventy-five randomly assigned volunteers in 2 conditions read instructional materials delivered by…