Details a study that assessed two experimental approaches to improving reading comprehension among fourth grade children--one involving training in syllogistic reasoning and the other using comprehension questions--and concludes that neither approach was effective. (FL)

Explores the relationship of student-generated questions to students' knowledge of a subject. (MKM)

To determine the effects of a teacher's level of questioning on the development of children's problem-solving ability, children were exposed to three five-week treatment conditions in a half-day laboratory nursery school program. High-level cognitive questioning seemed to result in children's ability to generate significantly more alternative…

The author suggests that teachers can learn much about teaching styles by watching television. She looks at the quiz show host, the talk show host, and the superstar; drawing from their performance techniques methods that teachers can apply in, respectively, recitation exercises, class discussions, and generating classroom enthusiasm. (SJL)

Besides helping teachers to know their strengths and weaknesses in absolute privacy, student evaluations can open up communication and trust between the student and teacher. Ways to elicit student evaluation of the teacher are discussed. (CJ)

The author, a former chief reader for Advanced Placement European History, provides secondary school and college instructors with criteria for constructing essay examinations. Topics include goals, language/wording, directions, sequence of questions, breadth versus specificity, compare and contrast questions, quotations, dates, and current events.…

Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

Assessed the effects of two types of communicative cues on perceptions of dominance. Subjects viewed stimulus tapes of controlled conversations and rated each speaker. Results indicated that vocal participation contributed to perceptions of dominance more than open-ended or closed-ended questions. (Author/RC)

Having writers ask questions about their own papers promotes commitment to the revising and proofreading process. Students can ask teachers or peers the following: (1) What do you like about my paper? (2) What questions do you have about my paper? (3) What kinds of polishing does my paper need? (RL)

Skill in asking and dealing with questions and the provision of hands-on experience are important in stimulating the curiosity of children. (CM)

In a classroom setting, as distinct from other settings, a teacher asks questions in order to evaluate the correctness of the reply, not to seek information. (JD)

Presents a teacher questionnaire on the effective use of questions in the classroom and examines why, when, how, and what kind of questions teachers ask. Also discusses ways in which teachers respond to students' answers. (KC)

The interrogative strategies of 20 institutionalized mentally retarded young adults and 38 nonretarded first and fourth graders were investigated using a 20-questions-type task. (Author)

An annotated bibliography intended to add to the advancement officer's understanding of the survey (its design, techniques, and uses) is provided. (Author/MLW)

Shows how a teacher's questions and responses have positive impact on student comprehension. (MKM)