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ERIC Number: ED158223
Record Type: RIE
Publication Date: 1978-Mar
Pages: 17
Abstractor: N/A
The Effect of Training in Questioning and Student Question Generation on Reading Achievement.
Weiner, Cheryl J.
Based on the assumption that the active involvement of the reader is required to give meaning to the printed word, a study was devised to test whether reading comprehension can be increased if students are taught to formulate questions about what they read. The study had three phases: a pilot study during which fifth grade top readers were observed, a training program sequence consisting of activities that directed students in formulating generic questions about what they read, and an instructional unit on ecology that was divided into nine lessons. Participants in the second and third phases consisted of 91 sixth graders working in 27 dyads and divided into four treatment groups. Two groups were trained in questioning and all four groups participated in the instructional units. Reading achievement in all four groups was measured by a multiple choice test and a short answer essay test. Results of the study indicated that the students in the two groups that received training in questioning formulation scored significantly higher on both the multiple choice test and the essay test than those in the two groups that had not been trained. There was no significant difference between the students who formulated questions during the instructional sequence and those who did not. (MAI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 1978)