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

Questioning techniques are used in the classroom to initiate discussion and to exert teacher control over the class. However, question-answer relationships appear to foster respondent dependency and passivity. It is recommended that the teacher question only when he or she is perplexed and in need of information. (JN)

Determines if instruction in the Socratic method would increase higher level questioning during peer teaching experiences in teacher education programs. Raters, using the higher order questioning strategy, evaluated 14 students. A significant increase in higher level questions being asked suggests the Socratic Method may be useful. (Author)

Provides lists of questions, one for fiction and one for nonfiction, that teachers can ask students during reading conferences in order to reinforce student interest and enthusiasm for further reading. (FL)

The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

Discusses objectives, classroom activities, and strategies involved in using radio broadcasts as instructional material. Suggests criteria to choose materials appropriate to the students' level of competence and focuses on the use of multiple choice questionnaires and direct questioning to gradually improve comprehension. (MES)

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

The author examines student teaching methods books in reference to how student teachers develop questioning skills. He suggests that the current methods have remained unchanged for years. He also suggests that this pattern should change and gives reasons for his opinion. (CT)

Discusses techniques used to write a monthly celebrity interview column for a high school newspaper. (RL)

Sixty middle-class and 60 lower-class children between the ages of three and five were asked to respond to six types of "wh-questions." Social class significantly affected the overall frequency of correct responses within each age group of children tested. (Author/DB)

Explores the skills used by instructional developers to comprehend unfamiliar content, discusses the nature and characteristics of disciplines, and presents self-reports of experienced developers. Ethnography is examined for heuristics on interviewing and questioning techniques for eliciting information. Eleven references are provided. (Author/BK)

Analyzes a commercially marketed reading comprehension kit and concludes that the multiple-choice comprehension questions assessed students' test-wiseness and general knowledge rather than their comprehension of the passage to which the questions referred. (AEA)

Methods for encouraging student questions and replying to them are discussed. (JD)

Compares uncertainty and social penetration theory expectations about the amount and nature of question usage in relationships. No differences were found in amount of question usage between friends and between strangers, but friends used more evaluative questions than strangers. (JMF)