The use of personal interviews with students in studying the processes and results of student learning is criticized for the variability in the context of interviews and for the bias inherent in the interview situations. (MSE)

Presents a conversational analysis of children's re-created play episodes drawn from a larger study of children's dramatic play and its re-creation through teacher-led discussions. The analysis provides an empirical framework by which educators may reflect upon the utility and appropriateness of this practice. (Author/MS)

An overview of research and practice about mathematics reveals that good teachers keep students on task, devote half the class time to new material, review skills, stress concepts and relationships, emphasize higher order thinking skills, ask process questions, monitor understanding, and use a variety of structures. Ten references are appended.…

Four strategies effective in helping learning disabled students develop specific skills necessary for effective reading comprehension are described: (1) self questioning, (2) lookback strategies, (3) use of a code, and (4) inference modeling. The procedures are designed to shift students from a passive to an active role in reading. (CL)

Reviews research on questioning in social studies. Shows the effects of different types of questions on student involvement, group work, and problem solving. Compares elementary-level results with results obtained in three high school social studies classes. (JDH)

Describes a study done to determine if higher frequencies of referential questions (questions which request information not known by the questioner) have an effect on discourse in an adult English-as-a-second-language classroom. The differences in the language produced by learners in response to the two question types were pronounced. (Author/SED)

This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

The effects of two types of interspersed mathemagenic postquestions (superordinate and subordinate) on cognitive capacity engagement during reading and subsequent performance on a recall posttest were investigated using the secondary task paradigm. (Author/LMO)

In a study of the effects of modeling on the abilities of learning disabled (LD) and nondisabled boys, grades two to eight, to interview classmates, a dialog model increased LD children's production of open-ended questions and comments. Results suggest LD children are aware of their difficulties in conversational interaction. (MSE)

Discussion done right is a marvelous tool for teaching and learning. Suggestions to help teachers improve classroom discussions are presented. Many of the suggestions are based on William S. Howell's and Donald K. Smith's book "Discussion." (RM)

The effects on retention of adjunct questions either placed at the end of a passage or inserted after their respective paragraphs within the passage were examined. Both treatments led to superior retention of the previously questioned facts. The position of the adjunct questions did not differentially affect performance. (Author/BW)

Books can be used to remediate social deficiencies in learning disabled children by providing an opportunity for identification with the characters. Questions can be directed to focus on social perceptual cues, situation-specific behavior, and appropriate affective responses. Ten books are recommended. (CL)

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

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)