The Questions to Upgrade and Encourage Student Thinking (QUEST) program is designed to improve student reading comprehension by improving teacher questioning skills. (Author/MLF)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

Discusses objectives, classroom activities, and strategies involved in using radio broadcasts as instructional material. Suggests criteria to choose materials appropriate to the students' level of competence and focuses on the use of multiple choice questionnaires and direct questioning to gradually improve comprehension. (MES)

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

The author examines student teaching methods books in reference to how student teachers develop questioning skills. He suggests that the current methods have remained unchanged for years. He also suggests that this pattern should change and gives reasons for his opinion. (CT)

Discusses techniques used to write a monthly celebrity interview column for a high school newspaper. (RL)

Sixty middle-class and 60 lower-class children between the ages of three and five were asked to respond to six types of "wh-questions." Social class significantly affected the overall frequency of correct responses within each age group of children tested. (Author/DB)

Explores the skills used by instructional developers to comprehend unfamiliar content, discusses the nature and characteristics of disciplines, and presents self-reports of experienced developers. Ethnography is examined for heuristics on interviewing and questioning techniques for eliciting information. Eleven references are provided. (Author/BK)

Analyzes a commercially marketed reading comprehension kit and concludes that the multiple-choice comprehension questions assessed students' test-wiseness and general knowledge rather than their comprehension of the passage to which the questions referred. (AEA)

Methods for encouraging student questions and replying to them are discussed. (JD)

Compares uncertainty and social penetration theory expectations about the amount and nature of question usage in relationships. No differences were found in amount of question usage between friends and between strangers, but friends used more evaluative questions than strangers. (JMF)

Describes the elements required for a well-designed questionnaire, including appearance, question writing, organization, and cover letter. A checklist for effective questionnaire design is provided, as well as seven references. (BK)

The article reports the findings of two studies involving comprehension and retention in learning disabled (N=96) and normally achieving (N=64) second and sixth graders. Results were interpreted to support J. Torgesen's conceptualization of learning disabled children as inactive learners. (Author/SBH)

Notes that multiple indicators are necessary to provide an index of reading comprehension and points to two broad categories of indicators: product and process indicators. Examines questions as product indicators and discusses research related to measures of internal comprehension processes. (GT)

Because several legitimate survey techniques are available, the higher education institutional advancement officer must compare available methods and decide which ones to use for each survey task. Three methods available (the personal interview, the telephone interview, and the mail questionnaire) are discussed. (Author/MLW)