ERIC Number: ED215294
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
A Study of Teacher Questioning and Student Response Interaction during Pre Story and Post Story Portions of Reading Comprehension Lessons.
Bozsik, Beverly E.
A study was conducted to determine the patterns of questioning behaviors exhibited by four preservice and four inservice teachers in an inner-city elementary school. Specifically, the study examined the types of questions teachers asked, the types of responses given by students, the wait-time between questions that teachers provided for high- and low-ability reading groups, and the discussion time teachers provided high- and low-ability reading groups during pre- and post-story portions of reading comprehension lessons. The teachers were observed for six weeks, using the Question-Response-Interaction (QRI) instrument. Audiotapes of the pre- and post-story portions of the lessons also were collected for analyses. The results showed that both types of teachers tended to pose more textually explicit questions to the low-ability group, regardless of the story portion. The high-ability groups had more discussion time, received more textually implicit and raising type questions, and provided more supported responses. More wait-time between questions was accorded the high-ability group than the low-ability group, and more wait-time was given to pre-story portions than post-story portions of the reading lessons. There were minimal differences between preservice and inservice teachers regarding wait-time. (RL)
Descriptors: Classroom Communication, Classroom Research, Discussion (Teaching Technique), Elementary Education, Elementary School Teachers, Feedback, Grouping (Instructional Purposes), Interaction, Questioning Techniques, Reading Research, Student Teachers, Teaching Methods, Teaching Skills, Urban Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).