The amount of teacher-student interaction can have an impact on student achievement. Effective questioning techniques can generate a high rate of teacher-student interaction; teacher assistance, through priming, prompting, and cueing, can be used to develop a high level of correct responses to questions; and positive feedback can promote students'…

Presents Reciprocal Question-Answer Relationships (ReQAR), an instructional technique for assisting at-risk readers in independently applying a metacognitive strategy of self-questioning, combining elements from the Reciprocal Questioning (ReQuest) and Question-Answer Relationships (QARs) techniques. (RS)

Describes learning processes of inquiry and discovery involving six steps of teacher-student interaction: questioning, investigating, analyzing, interpreting, understanding, and answering. Presents examples of dialogue in adventure education that illustrate four learning styles within the inquiry/discovery approach: guided, shared, consultative,…

A study investigated the influences of response rate, ordering of questions, and definition of child sexual abuse on the results of a survey of college students' childhood and adolescent sexual experiences. The results are analyzed and the importance of awareness of methodological issues in research is emphasized. (MSE)

Discussion of intelligent computer-assisted instruction (ICAI) systems focuses on tutorial strategies. Highlights include artificial intelligence; degree of learner control; student modeling requirements in ICAI; ICAI system architecture; forms of knowledge; and tutoring functions, including questioning, teaching, and motivating. (17 references)…

The study compared effects of two ways of making text more explicit for learning disabled (LD) children: by adding supportive information or asking inference questions at the ends of episodes. Adding elaborative content enhanced story understanding while asking inference questions was not more effective than the explicit version of the text alone.…

This article presents a rationale for development and implementation of computer based interactive videotape (CBIV) in preservice teacher education; identifies advantages of CBIV simulations over other practice exercises; describes economical production procedures; discusses implications and importance of these simulations; and makes…

Interviewing for campus publications is discussed. Ten tips for conducting successful interviews are presented including: bend and grovel if need be to get an interview, sidestep the word interview, always be early for an interview, use a tape recorder, and get anecdotes. (MLW)

Examines the effect of inserted questions with and without feedback on students' estimates of posttest performance. Finds that requiring students to answer inserted questions and then providing students with feedback on their responses leads to more accurate student estimates of posttest performance. (MG)

Preschoolers presented with a difficult match-to-sample task requiring task analysis performed successfully when taught to overtly ask themselves questions about the salient features of each display and then answer the questions. Most subjects performed poorly when told not to use the self-questions and answers, but performed well again when…

Explores the effects of question task conditions on reading comprehension and metacomprehension for proficient readers, disabled readers, and deaf readers. Finds several significant interaction effects for both demonstrated and perceived comprehension performance in selected-response and constructed-response question tasks under both lookback and…

Investigates the effect of having students discuss the application of learning on their subsequent test performance. Results show that the principles treatment group scored higher on factual questions but not on application questions. Points out this process may be a useful tool in retaining factual material. (KO)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

Poor readers can be taught to improve their comprehension skills by utilizing the same self-questioning techniques that good readers use spontaneously. Three questioning techniques (Question-Answer Relationship or QAR, ReQuest, and Reciprocal Teaching) are highlighted as empirically supported instructional strategies appropriate for students…

Discusses a classroom role-playing exercise in which students and teacher re-enact interviewing techniques that cause subjects to assume characteristics of the multiple personality. Demonstrates the social psychological aspects of multiple personality disorder. Considers the pedagogical and ethical implications of creating the multiple personality…