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ERIC Number: ED254986
Record Type: RIE
Publication Date: 1983-Sep
Pages: 137
Abstractor: N/A
Reference Count: 0
Questioning Strategy Instruction Participation and Reading Comprehension of Learning Disabled Students.
Dixon, Margaret Electa
Ten randomly selected resource teachers participated in a five-weekend workshop course on questioning strategies, designed to help them ask higher cognitive level questions. Students were 60 learning disabled fifth and sixth graders with reading difficulties. A mini-computer collected observational data reflecting student-teacher interaction (discussion) following the reading of a narrative story. Techniques taught to the students focused on oral discussion. Written comprehension tests were administered before and after the workshops as well as 1 month after. Results indicated significant differences between workshop teachers and control group; workshop teachers asked significantly higher level questions. Students responded with higher level answers. There was no difference between the two groups in their performance on written comprehension tests, suggesting the difficulties LD students have transferring oral skills to written tasks. (Author/CL)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Dept. of Special Education.
Note: Ph.D. Dissertation, University of Arizona.