This study examined the effects of provided and generated questions during reading on recall of facts and concepts from descriptive passage for students in grades 5, 8, and 11. Provided conceptual postquestions significantly increased recall of main ideas and factual details. (LMO)

Discusses the heuristic role of yes-no questions in college composition and provides two such methods for brainstorming and focusing. Presents a binary graph device ("Matrix") that correlates subjects and concerns to generate yes-no questions. Also presents a flow-chart model structuring information in the question-evidence-resolution pattern. (JG)

Reports a study in which a computerized-text system (CTS) was developed to facilitate students' question-asking during reading. Results suggest that third grade students' use of a CTS to read text and ask questions results in gains in reading performance. (JAD)

Proposes a highly structured six-step employment interviewing technique which includes asking the same questions, consistently administering the process to all candidates, and having an interview panel. Results of a field study of 243 job applicants using this technique demonstrated interrater reliability, predictive validity, test fairness for…

If we want students to read for meaning, we must test patterns based upon both reader and text comprehension. Testing patterns will yield an understanding of the student's conceptualization of linked facts and the student's relative comprehension of those patterns to the text's macro-concepts. (Author/DJD)

Addresses two empirical issues: (1) what are the observed characteristics of student question-asking? and (2) under what conditions do students exhibit questioning behavior? Reports the results of a study of question-asking in 27 classrooms and examines the conditions of student questioning which are related to student training, curriculum…

Three art objects representing three different cultures are presented to show how a questioning technique can help gifted students collect cultural information about objects being viewed. Questions address: materials and process with which objects were made; object size; use of object; overall appearance; and cultural response to objects.…

Provides a series of sequential questioning exercises to help students grasp the different kinds of questions used in the classroom, and understand how the appropriate answers differ from one another. (HTH)

Reciprocal teaching uses a structured discussion based on four strategies: questioning, summarizing, clarifying, and predicting. Suggestions are presented for teachers wishing to use this technique in their classrooms. (CB)

Far too much time is spent in most elementary grades learning "What is where?" Far too little time is spent on learning "Why? and What of it?" Conceptual understanding is essential, and without it, isolated facts are only "fools gold." Provides a list of instructional questions based on 40 key geographic concepts…

Presents a rationale and framework for teaching values using quality works of literature. (HTH)

Guidelines that teachers can use to motivate students to generate their own questions for classroom discussion or research are provided. Four general types of questions are identified and described, and specific do's and don'ts to help students become skilled at posing good questions are provided. (RM)

Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Reports a strategy for integrating questioning and essay writing in a course on personality. Students wrote sample essay questions which were then discussed and classified according to Bloom's taxonomy. Rough drafts of essays were discussed in small groups. Ninety percent of the students viewed these activities positively. (Author/JDH)