Claims "why" questions are asked out of curiosity or criticism. Discusses eight methods of answering (appealing to authority, tradition, popularity, practicality, or feelings, admitting ignorance, turning the question back, and addressing reasons). Argues that "why" sits at the very heart of learning. (SR)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)

Focuses primarily on the cooperative learning model of David and Roger Johnson. Uses a scenario involving cooperative learning strategies in use in an elementary classroom to illustrate key concepts for the classroom teacher. (RS)

Preparational and situational cues are explained in terms of childrens dramatic responses to compassionate love. (JH)

Suggests ways that preservice and inservice training might help language arts teachers develop teaching strategies which rely on questions to involve children in purposeful verbal activity. (DD)

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)

Urges teachers to let students read without quizzing them about every sentence or every book they read. (DD)

This article examines the curricular possibilities within critical inquiry-based primary classrooms. The children in this first through third grade multi-age, multi-lingual classroom participated in a two-year critical and collaborative inquiry around issues of segregation and the Jim Crow laws. A touchstone text, Freedom Summer (Wiles, 2001) and…

Describes research that tested the validity of a set of guidelines for a program for the systematic development of listening comprehension skills. (DD)

Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)

Presents a questioning guide for identifying specific classroom issues, then devising a research question that can be systematically researched in the classroom. (HTH)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

Discusses how the concept of "scaffolding," adult support of children's attempts to achieve an intended language outcome, has been somewhat misused in the schools, resulting in the support of the teacher's intentions rather than those of the child. (HTH)