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ERIC Number: ED262392
Record Type: Non-Journal
Publication Date: 1985-Mar-14
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Effects of Ongoing Self-Directed Questioning on Silent Comprehension.
Walker, Barbara J.; Mohr, Terry
A study was conducted to determine the effectiveness of self-directed questioning on comprehension. The self-directed questioning strategy involved making predictions, defining evidence that generates the predictions, evaluating subsequent clues, and reformulating predictions when necessary or devising new ones when previous ones are confirmed. Subjects were 23 intermediate grade students, randomly assigned to two instructional groups. Each group received eight consecutive hour-long sessions, either teacher-directed preposed purpose setting and follow-up questions, or on-going self-directed questioning. Pretest and posttest scores were obtained using the New Developmental Reading Test. Results indicated that the self-directed questioning technique was effective for all readers in that group when asked to draw relationships between two important parts of the text. The technique did not significantly improve text explicit comprehension or creative comprehension, as measured by the reading for relationships subtest. Furthermore, this method significantly improved the text implicit comprehension for the low-verbal ability group, but not for the high-verbal ability group, indicating that less proficient readers profit from explicit instruction in reading comprehension. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A