ERIC Number: ED280011
Record Type: RIE
Publication Date: 1987-Jan
Reference Count: 0
Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material. Occasional Paper No. 109.
Anthony, Helene M.; Raphael, Taffy E.
To explore how instruction in questioning can enhance teachers' use of questions that promote comprehension and how teachers' instruction of students in such strategies can enhance their ability to comprehend content area texts independently, this paper looks at prereading, during-reading, and postreading questioning activities. The first major section of the paper discusses two kinds of conceptual knowledge involved in the comprehension of expository prose: text structure knowledge and knowledge of text processing strategies. The second section of the paper looks at the kinds of questioning strategies that have been effective in developing students' comprehension of expository text. Specifically, it uses a reading lesson as a framework for discussing questions used in the prereading, during-reading, and postreading stages of the lesson. The third section of the paper examines the instructional methods that contribute to students' independent use of questioning strategies: (1) direct explanation and modeling, (2) guided practice, and (3) question answer relationships. The paper concludes by noting that the quantity of research focusing on questioning underscores the pervasiveness of questioning strategies in the classroom. (A six-page list of references is provided.) (FL)
Descriptors: Content Area Reading, Questioning Techniques, Reader Response, Reader Text Relationship, Reading Comprehension, Reading Instruction, Reading Research, Reading Strategies, Secondary Education, Teacher Role, Teacher Student Relationship, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($4.00).
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.