Argues that teachers should provide their students practice in answering different kinds of comprehension questions. Suggests the Barrett Taxonomy of Cognitive and Affective Dimensions of Reading Comprehension as a model for use in generating diversified questions. (FL)

Asking questions is the most common but perhaps not most effective technique for interviewing students. Selected clinical views and empirical evidence are reviewed from personnel interviewing, counseling and psychotherapy, linguistics and education to illustrate these drawbacks and to suggest a reexamination of practice. (Author)

Discusses the advantages of a technique that requires children to respond simultaneously to the teacher's oral questions, and suggests ways to apply the technique to reading instruction. (DD)

Discusses the advantages of using the inquiry method of leading group discussions in composition classes. (RB)

Argues that composition teachers should teach students to raise and define questions. (RB)

This paper presents a conceptual and operational approach toward dealing effectively with both staff anxiety and the situation precipitating anonymous telephone calls to campus health services. (MB)

Describes questions students might ask themselves in writing their compositions. (DD)

Reports three experiments which examined kindergarteners' ability to conserve number in response to three forms of questioning: nonverbal, standard, and control. There was no indication that a full mastery of conservation could be elicited earlier by the nonverbal procedure. (Author/JMB)

Students are more accustomed to receiving knowledge than to questioning knowledge, challenging underlying assumptions, and seeing inconsistencies and irrelevancies. The Socratic method requires teachers to challenge students' critical thinking abilities by developing questions based on analogies and hypothetical situations. Although the Socratic…

This review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension finds that teaching students the cognitive strategy of generating questions results in gains in comprehension as measured by posttests. Skill-based instruction and reciprocal teaching yield similar results. (SLD)

Describes how to teach students to use questioning techniques to read and evaluate websites on the Internet. Provides examples of "digital textbooks" on teacher-designed website. (PKP)

Explains the importance of good questioning skills on student learning and describes appropriate questioning types for specific purposes. (YDS)

Describes the Socratic questioning method and discusses its use in the agricultural education classroom. Presents a four-step model: origin and source of point of view; support, reasons, evidence, and assumptions; conflicting views; and implications and consequences. (JOW)

Explains the use of questioning strategies to improve student achievement. Uses question-answer relationship (QAR) and reciprocal questioning (ReQuest) strategies. (YDS)