The ability of 54 learning-disabled high-school students to monitor their comprehension was compared under three prereading conditions: self-questions only, structured overviews and self-questions, and a control condition. Subjects receiving both the overviews and self-questions were best able to detect errors during reading. (Author/DB)

The study compared the effectiveness of providing elementary students with learning disabilities with either (1) instruction in both story structure and self-questioning techniques or (2) just training in story structure identification. The combined self-questioning and story structure group demonstrated the greatest gains in reading…

Elaborative interrogation was compared to the construction of imaginary representations to determine its efficacy in fact learning. Four experiments, involving a total of 260 undergraduate students, indicated that elaborative interrogation is equally as powerful a learning procedure as is imaginary representation and that both are useful during…

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…

Describes a strategy that helps students remember important information from expository texts by developing questioning strategies. (MM)

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)

Training procedures including cues-pause-point procedures were effectively used to teach two mentally retarded males (ages 18 and 20) to answer questions with sign language and generalize this training to correct responding to untrained questions. (Author/DB)

Describes the process for reporting and investigating child sexual abuse cases. Reporting mandates are discussed, as are several concerns and criticisms about how these mandates are implemented. Additionally discussed are key issues related to the investigation of claims. Specific controversies, such as those concerning the use of videotaping,…

Explores the nature of diagnosis and examines concepts learned from a study of diagnosticians in the health professions. Discusses the reference interview; the problem-solving process; client-centered and holistics diagnosis; establishing a client professional relationship; determining the context, user preferences and limitations; and evaluation.…

Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

Some recent studies on question formation in formal and informal spoken French are summarized and evaluated, and a number of first- and second-year textbooks published since 1986 are evaluated regarding their treatment of question formation. Recommendations are offered for teaching strategies. (Contains 33 references.) (LB)

Describes introducing students to the chemical elements through the use of Tom Lehrer's recording of "The Elements" and through the use of the game "20 questions." By asking the teacher questions about an unknown element or compound, students are given opportunities to develop and practice analyzing, synthesizing, and…

Discusses a thinking-writing-organizing technique that Kenneth Burke called the dramatistic method. Suggests that having students ask and answer a series of questions prompted by five words (who, what, where, why, and how) placed at each of the points of a star can help students think and write about works of literature. (RS)

Compared toys and real items as props for facilitating children's reporting of an event. Indicates that the effects of props depend on the nature of the items and the age of the children with whom they are used. Suggests that real items may provide one means of supporting recall, to enable children to provide their most complete and accurate…

Proposes that the value of open-ended questions to enhance learning rests not only with the format and content of the questions themselves but also with the settings in which teachers pose such questions and the procedures used to evaluate students' responses to them. (MKR)