Reports on a study using teaching strategies for content reading material that focus on the difference between literal and inferential questions. Results indicated that the strategy helped to improve students' responses to questions. (SRT)

Findings that six-year-old children perform substantially better in a conservation of number task if they are asked one question instead of two were upheld when mass and volume materials were used and the age range of subjects was extended to include five- through eight-year-old children. (RH)

Latent class modeling procedures were used in exploratory and confirmatory analyses of the prerequisite relations among five types of text-based inference question tasks for good and poor sixth-grade readers. All tasks types provided separate manifestations of the same underlying attribute for both good and poor readers. (Author/BS)

Investigates the effects of question type (general or specific) and question position (prior to or following writing) upon measures of conceptual elaboration in writing. Results indicate that writers can benefit from questions following initial writing that enhance conceptual elaboration of base-level ideas during writing revision. (HOD)

Four essential steps toward effective mathematics teaching are presented, concerning enthusiasm, discussion and questioning, homework, and evaluation. (MNS)

The instructional effectiveness and efficiency of organizational chunking and batched postquestions within the framework of an information processing approach to learning and memory were investigated. Results indicated that the chunked treatment was a more efficient learning strategy. The intervening postquestion strategy helped reduce completion…

Discusses learner/computer interaction, learner control, sequencing of instructional events, and graphic screen design as effective principles for the design of instructional software, including tutorials. (MBR)

An approach to encourage discussion in the mathematics classroom is presented. Teaching methods are discussed, followed by sections on planning effective mathematical situations, lesson plans which generate discussion, and controlling classroom interaction to generate discussion. (MNS)

The trend toward including instruction in critical and logical thinking as a required element in the college curriculum, and the various approaches to teaching it, are discussed. (MSE)

Provides guidelines for conducting and interpreting interviews aimed at assessing the cognitive concepts of young children. Discusses the content, task, questions, and format of the interview, listing 16 points of advice for interviewers. Also elaborates on the value and use of structured interviews. (JM)

The contribution to learning that can be made by students' questions is considered. Some questions asked by middle school students and the activities selected by the teacher to answer their questions are presented. Questions involve predicting, judging reasonableness, measuring, finding an average speed, and multiplication. (MNS)

Finds volumes of research on questioning and none on discussion. Defines discussion and presents concepts and techniques that facilitate it in the classroom. Recommends the need for further research. (MD)

Presents strategies for helping students develop their metacognitive abilities. Teachers must specifically encourage thinking about thinking. (MD)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Concludes that elementary school children taught with a technique involving nonverbal restructuring made significant reading gains over those taught with a question-answer method. (FL)