Describes how asking questions aids comprehension by focusing attention and clarifying what is being read. (MB)

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

Discusses three trends in remedial instruction that merit the attention of clinicians and teachers including: individualized instruction based on individualized diagnosis, effective teacher questioning during prereading activities to establish purpose, and interactive computer assisted instruction which provides immediate feedback. (RS)

Discusses D. Durkin's 1979 study of reading comprehension instruction and J. Heap's critique of the study in a recent issue of "Journal of Reading Behavior." Asserts that the traditional reading lesson is a vehicle for acculturation or teaching cultural knowledge and logic. (SRT)

Identifies the types of questions in standardized reading tests to reveal whether the tests cover various comprehension skills and measure students' growth in higher skills from year to year. (AEA)

Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Introduces the Directed Questioning Activity (DRA), a teacher directed questioning strategy to be used in class with subject matter textbooks containing unfamiliar or difficult concepts. (RS)

Offers suggestions on teaching students to find the answers in a passage by asking questions before reading the material. (RB)

Examines the development of standardized reading comprehension tests in the critical states from the early 1900s through current testing trends. (AEA)

Explores the relationship of student-generated questions to students' knowledge of a subject. (MKM)

Suggests a variety of self-questioning techniques that students can use to improve their attention to and retention of expository material. (AEA)

Uses the questioning techniques of the Directed Reading-Thinking Activity and the Guide-O-Rama to enhance social studies students' reading comprehension. (AEA)

Suggests several questions which can lead adolescents to discover their own reading interests and needs. (MKM)

Summarizes selected research in the area of student-generated questions by responding to questions posed by secondary preservice teachers in content area reading classes. Notes that student-generated questions make reading an active process and force the reader to focus attention on the reading material. Presents 10 conclusions based on research…