Outlines a taxonomy of reading comprehension skills that teachers can use to develop questioning techniques that are flexible enough to reflect the nature of the reading materials. (RL)

This article describes a practical classroom approach to teaching the Spanish subjunctive to lower level classes using impersonal expressions. (NCR)

Encourages the examination of incorrect responses given by students to questions in the belief that the responses will reveal information concerning subjects' logical thinking and concept-forming abilities. College students' incorrect responses to physical science questions are analyzed. (CP)

This study investigates "wait times" in elementary science classes-the pauses between a teacher's question and a student's answer and between a student's answer and a teacher's response. Among the findings were indications that longer "wait times" promote increased student participation in problem solving, decision making, the structuring of the…

Introduces a technique for the presentation of new vocabulary in a situation which incorporates communicative use of language. (Author/DB)

Lecturing, as a means of conveying information is often an inefficient format; learning demands involvement from the learner and behaviors that maximize audience contact and interaction will enhance attention and facilitate learning. (JD)

Investigated were the problem solving strategies of 116 educable mentally retarded adolescents and 65 nonretarded mental age-equated fourth graders. (Author/DB)

A course teaching the skills used by business lawyers uses role-playing and discussion to give students exposure to essential functions including interviewing, report-writing, procedures, planning, and coping with the individuals involved. (MSE)

Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

Proposes tools and methods for teachers and students to use in the classroom to organize and stimulate ideas, imagination, memory, improvisation, and writing. Sample outlines and grids serve as methods for helping learners understand specific concepts. (MSE)

Argues that three tenets of the traditional wisdom about teacher questioning are based on inadequate research: (1) it is useful to classify questions as fact (lower level) or reason (higher level); (2) higher level questions are better; and (3) questions are good in general because they stimulate thought. (MBR)

Offers suggestions for improving teachers' techniques for questioning students, such as ceasing to ask leading questions or questions that require only a yes or no answer and instead asking questions that require deeper thought. (JC)

Describes various modifications of query formulations, or moves, made by experienced online searchers to improve search results. Operational moves that modify query formulation while keeping meaning of query components unchanged and conceptual moves that change meaning of query components are described; all moves are then related to search tactics…

This study examined whether reference questions based on the text-linguistic structure of scientific literature would enable users to express their information needs effectively. Subjects with similar levels of topic familiarity completed online search forms that used open, bibliographic, or (text-linguistic) structural questions. Questions based…

Forty teachers of special education students were observed during academic instructional periods to analyze the role of teacher questioning. No differences were indicated in the extent to which questioning was used in classrooms for emotionally handicapped, learning disabled, or mentally retarded children. Results are discussed. (JL)