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ERIC Number: ED239233
Record Type: Non-Journal
Publication Date: 1983-Oct
Pages: 8
Abstractor: N/A
Reference Count: N/A
Using Teacher/Student Generated Questions.
Rakes, Thomas A.; Scott, Susan M.
Questioning strategies, whether teacher- or student-generated, can be a major tool in developing reading comprehension. Teachers can maximize the benefits of teacher directed questioning by (1) providing clues before providing answers to questions, (2) acknowledging appropriate responses with two or three seconds of eye contact, (3) allowing students to formulate several answers and then choose the best response, (4) using joint responses through a show of hands or finger signals, (5) allowing students five to seven seconds to answer questions, and (6) using the chalkboard or question cards to show questions and possible answers. Teachers can use these procedures in conjunction with such teacher directed strategies as the Question Answer Relationship (QAR). By accompanying questions with the phrases "right there,""think and search," or "on your own," teachers let students know whether they are asking a detail, an interpretive, or a critical thinking question. Student generated questioning strategies include ReQuest, based on student questioning of teachers for pertinent information, and SQ3R, in which students first survey and ask themselves questions about reading material, then read the passages and recite the answers to their questions. A final self-directed questioning method is called Structured Comprehension, which trains students to ask questions to ensure their comprehension of each sentence. (MM)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Memphis State Univ., TN. Dept. of Curriculum and Instruction.
Authoring Institution: N/A