ERIC Number: ED259325
Record Type: RIE
Publication Date: 1985-Jul
Reference Count: 0
A Study of Four Teachers' Questioning Strategies during Second and Third Grade Basal Reading and Literature Lessons.
Walter, Eileen L.
To investigate whether teachers asked questions during reading lessons in order to evaluate rather than teach comprehension, the discourse of 11 reading lessons was audiotaped in four elementary school classrooms. Transcripts of the lessons were analyzed to identify the function and source of teacher questions and the accuracy, cognitive level, and convergence or divergence of student responses. Variations in teacher questions and student responses were examined with respect to grade level (second and sixth), ability level (4 reading levels in grade 2), type of lesson (basal and literature), and teacher training (participant and nonparticipant in Great Books Leader Training Course). The least differences in teacher questioning strategies were found among basal lessons, although grade level had an effect on the source of teacher questions. The greatest differences were found among literature lessons, with grade level and teacher training contributing to variations in the source of teacher questions and the accuracy, cognitive level, and convergence/divergence of student responses. (A number of tables are appended.) (Author/HOD)
Descriptors: Basal Reading, Cognitive Style, Comparative Analysis, Elementary Education, Grade 2, Grade 6, Literature Appreciation, Questioning Techniques, Reading Ability, Reading Comprehension, Reading Instruction, Reading Research, Student Reaction, Teacher Behavior, Teacher Education, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (33rd, Austin, TX, November 29-December 3, 1983).