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ERIC Number: ED010984
Record Type: RIE
Publication Date: N/A
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
READING COMPREHENSION DEVELOPMENT AS VIEWED FROM THE STANDPOINT OF TEACHER QUESTIONING STRATEGIES.
GUSZAK, FRANK J.
AN INVESTIGATION TO DEVELOP PRACTICAL AND ECONOMICAL MEANS FOR DESCRIBING READING COMPREHENSION SKILLS AND TO DETERMINE TEACHER STRATEGIES FOR DEVELOPING THESE COMPREHENSION SKILLS WAS CONDUCTED. THE "READING COMPREHENSION INVENTORY" WAS DEVELOPED FROM A SYNTHESIS OF ELEMENTS COMMONLY AGREED TO CONSTITUTE READING COMPREHENSION. THE INVENTORY INCLUDED RECOGNITION, RECALL, TRANSLATION, CONJECTURE, EXPLANATION, AND EVALUATION. THESE COMPONENTS WERE ADOPTED FROM A CLASSIFICATION SCHEME BY ASCHNER AND GALLAGHER. A PILOT STUDY INDICATED THAT THE INSTRUMENT COULD BE USED RELIABLY BY DIFFERENT JUDGES. FOUR MAJOR STRATEGY AREAS OF TEACHER QUESTIONING ABOUT READING CONTENT WERE IDENTIFIED--INCIDENCE OF QUESTION TYPES, INCIDENCE OF CONGRUENCE BETWEEN THE QUESTION AND RESPONSE, MANIPULATION OF THE INTERACTION SURROUNDING A SINGLE QUESTION, AND RELATING QUESTIONS TO ONE ANOTHER. A SAMPLE OF FOUR TEACHERS AND THEIR STUDENTS AT EACH OF THE GRADE LEVELS 2, 4, AND 6 WERE RANDOMLY SELECTED FROM A POPULATION OF 106 TEACHERS IN A PUBLIC SCHOOL SYSTEM IN TEXAS. EACH READING GROUP WAS OBSERVED. INTERACTIONS BETWEEN TEACHER AND PUPILS WERE TAPE RECORDED DURING A 3-DAY PERIOD. THE INCIDENCE OF QUESTION TYPES WAS ANALYZED. TABLES, CONCLUSIONS, IMPLICATIONS, AND REFERENCES ARE INCLUDED. (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading Comprehension Inventory (Guszak); TEXAS