ERIC Number: ED205951
Record Type: RIE
Publication Date: 1979
Reference Count: 0
A Successful Transplant of Wait-Time and Questioning Strategies to Children's Oral Language Behaviors.
Hassler, Donni M.
Initially, many children use language with enthusiasm and apparent ease, but this lively use of language is sharply curtailed shortly after they begin school. This can be attributed to teachers' monopolizing continued discourse. A study explored the idea that increased student oral participation by more students at a higher level of thinking would result during problem solving discussions of children's literature if language arts teachers were trained in wait-time theory (analysis of pauses occurring between teacher and student interaction), in higher level questioning strategies, or both. Data were gathered from third, fourth, and fifth grade students and teachers in 20 elementary classrooms. Results showed those teachers trained in wait-time techniques had longer student responses, asked more higher level questions, but asked fewer total questions. A somewhat complementary pattern was observed for higher level questioning training. Those who were trained experienced greater numbers of alternative student explanations and more higher level student responses. Neither, however, increased the total number of teacher questions. Results support the contention that questioning research needs to address itself to both the effects of a variety of questions and the other variables that comprise the learning situation. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Wait Time
Note: Research prepared at American University.