Describes a strategy that helps students remember important information from expository texts by developing questioning strategies. (MM)

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)

Training procedures including cues-pause-point procedures were effectively used to teach two mentally retarded males (ages 18 and 20) to answer questions with sign language and generalize this training to correct responding to untrained questions. (Author/DB)

Describes the process for reporting and investigating child sexual abuse cases. Reporting mandates are discussed, as are several concerns and criticisms about how these mandates are implemented. Additionally discussed are key issues related to the investigation of claims. Specific controversies, such as those concerning the use of videotaping,…

Explores the nature of diagnosis and examines concepts learned from a study of diagnosticians in the health professions. Discusses the reference interview; the problem-solving process; client-centered and holistics diagnosis; establishing a client professional relationship; determining the context, user preferences and limitations; and evaluation.…

Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

Some recent studies on question formation in formal and informal spoken French are summarized and evaluated, and a number of first- and second-year textbooks published since 1986 are evaluated regarding their treatment of question formation. Recommendations are offered for teaching strategies. (Contains 33 references.) (LB)

Describes introducing students to the chemical elements through the use of Tom Lehrer's recording of "The Elements" and through the use of the game "20 questions." By asking the teacher questions about an unknown element or compound, students are given opportunities to develop and practice analyzing, synthesizing, and…

Discusses a thinking-writing-organizing technique that Kenneth Burke called the dramatistic method. Suggests that having students ask and answer a series of questions prompted by five words (who, what, where, why, and how) placed at each of the points of a star can help students think and write about works of literature. (RS)

Compared toys and real items as props for facilitating children's reporting of an event. Indicates that the effects of props depend on the nature of the items and the age of the children with whom they are used. Suggests that real items may provide one means of supporting recall, to enable children to provide their most complete and accurate…

Proposes that the value of open-ended questions to enhance learning rests not only with the format and content of the questions themselves but also with the settings in which teachers pose such questions and the procedures used to evaluate students' responses to them. (MKR)

In an examination of definition of oral proficiency, this study investigated the phenomenon of variation in questions posed by interviewers at key junctures in the interview process. It is argued that perceptions of oral proficiency are reflected in the extent of accommodation in interviewer questioning. (23 references) (Author/LB)

Discusses Means-End Critical Analysis of Subject Matter (MECA*SM), a new instructional approach that allows subject matter and critical thinking to be taught simultaneously through the use of Socratic questioning and systematic problem solving. (DMM)

This study compared reactions (to a set of pictures and associated tasks) of 500 Russian students (ages 7 to 16 including 30 gifted children) and 30 similar gifted U.S. students. The study found a discrepancy between spontaneous and guided curiosity, a decrease in curiosity after age 12, and differences in question type between groups. (DB)

Examines the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. Describes the questions designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test measuring learning of content contained in…