A total of 50 college students enrolled in different sections of a language arts methodology course served as treatment and control groups to investigate the effects of student-generated questions on test performance. Periodically throughout the course, students in the treatment group received instruction in effective questioning techniques by…

The first of three sequels to the booklet "Student Assessment," this booklet begins by describing and providing examples of four different forms that objective questions can take: (1) conventional multiple choice questions; (2) true/false questions; (3) assertion/reason items; and (4) matching items. Guidance is offered on how to decide which type…

The third of three sequels to the booklet "Student Assessment," this booklet begins by describing and giving examples of three forms that essay-type questions can take: (1) unstructured-essay questions; (2) structured-essay questions; and (3) short-notes questions. Guidelines are then provided for deciding which type of question to use in a given…

A study explored the effects of prequestions (questions provided prior to reading) and the influence of a prediction strategy upon the amount and types of information recalled by children in grades three through six. Subjects, 188 students in grades three through six who were reading at third grade level or above, read a 900-word expository…

Prewriting, critical probe questions, and post-writing-recasting for plural audiences-(audience-relating) are three tactics that can be used in research paper instruction to help college students gain skill in "real world" writing and in critical assessment of issues and evidence. The prewriting tactics of freewriting, listing specifics,…

Two experiments examined the effects of different models of exploration questioning on kindergarteners' associative fluency, or ability to verbalize novel uses for conventional stimuli. In the first experiment, five models of exploration questioning were compared for their ability to facilitate associative fluency with respect to an object…

Voice can be considered as the writer's attitude toward the reader (the rhetorical function) and the writer's attitude toward the subject or object being written about (the epistemic function). Voice is expressed by such things as word choice, rhythm, sound, and juxtaposition of words and sentences. Moreover, the writer's attitude toward the…

Based on a comparison between two types of questions reflecting a distinction among various levels of learning--verbatim or rote and high order or meaningful--it is hypothesized that meaningful learning postquestions would facilitate retention more than rote-learning postquestions. (RC)

Discusses ways in which teachers respond to student questions in science. Suggests that the teacher's response should encourage a spirit of inquiry. (JR)

An experiment with 356 navy recruits compared the effects on reading retention of adjunct (interspersed) questions generated by four different procedures: human linguistic processing, the AUTOQUEST computer program, and two types of cloze algorithms. Results showed that cloze questions interfered with retention and that direct improvement effects…

After a discussion of the confused terminology, overlapping categories, and ambiguity evident in categorization of comprehension questions in current reading series and in the literature on comprehension, a comprehensive classification scheme is proposed that seeks to avoid these problems. The proposed classification scheme has three orthogonal…

This study involved the use of interspersed questions as an instructional procedure to aid improvement in reading efficiency. Subjects, 86 college students enrolled in an undergraduate course in methods for teaching secondary reading, practiced (five times) reading nonfiction narrative selections, trying to increase their reading speed. The…

This study investigated the effect on learning of the interspersing of questions with sections of written discourse. A 5,200-word passage was divided into seven sections, from each of which several completion questions were derived. A pair of questions was inserted before, after, or both before and after the section. These questions also formed an…