ERIC Number: ED201999
Record Type: RIE
Publication Date: 1981-Jan
Questioning: A Reading/Thinking Foundation for the Gifted.
Batson, Amanda Davis
A study to determine the effects of higher level interactive questioning procedures on the cognitive abilities of gifted students was conducted with 14 gifted sixth grade students. The students were selected from a public school enrichment program and randomly assigned to one of two groups that met for five weekly sessions. The control group was given traditional tasks (observe a picture, hear a passage read, or read a passage, then answer primarily recall-type questions), with the additional task of recording their number of correct answers. The experimental group experienced a combination teaching strategy that included: (1) a personal graph on which students recorded the types of questions they asked or answered; (2) explanations of four question categories--recall, think critically, think creatively, and evaluate; (3) focused teacher preparation of questions; (4) student initiated questions; (5) plateaus strategy (based on R. T. Hyman's strategic questioning concept); and (6) emphasis on process rather than on number of correct answers. Pretest and posttest scores on the Ross Test of Higher Cognitive Processes demonstrated that the higher cognitive processes used by the experimental students improved in the areas of sequencing and questioning strategies. (AEA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Regional Conference of the International Reading Association (9th, San Antonio, TX, January 29-31, 1981).