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ERIC Number: ED023542
Record Type: RIE
Publication Date: 1968-Apr-26
Pages: 16
Abstractor: N/A
Reference Count: 0
Questioning Strategies of Elementary Teachers in Relation to Comprehension.
Guszak, Frank J.
Reading lessons were observed, taped, and analyzed to determine how teachers' questioning strategies contribute to students' ability to comprehend materials read. The kinds of thinking elicited by teachers' questions were investigated by means of a classification scheme developed which included recognition, recall, translation, conjecture, explanation, and evaluation. The characteristic patterns of teachers' questioning behaviors used to control students' responses were categorized into Immediate Right Answer, No Answer Permitted, No Answer Received, and Extending Answers. Question clusters used by teachers to relate the thinking of two or more questions were classified into Setting Purpose-Followup, Verification, Judgmental, and Justification. An analysis of 1,857 questions of 12 randomly selected second- , fourth-, and sixth-grade teachers showed that the teachers tended to emphasize questions which required recall thinking. While they used several controlling actions to cue, clarify, extend, or shut off the students' thinking, they tended to use the Immediate Right Answer pattern. Teachers failed to put questions into clusters which would extend students' thinking and comprehension of the material read. (NS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at International Reading Association conference, Boston, Mass., April 24-27, 1968.