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ERIC Number: ED314724
Record Type: Non-Journal
Publication Date: 1990-Jan
Pages: 44
Abstractor: N/A
Reference Count: N/A
How Discussion Questions Influence Children's Story Understanding. Technical Report No. 490.
Fielding, Linda G.; And Others
A study examined the influence of discussion questions with a dual focus on important and implied text ideas in children's story understanding. Subjects, 106 third-grade children from 2 middle-sized Illinois cities were randomly assigned to 4 experimental groups and 1 control group. Their comprehension was measured with free and probed story recall after a 3-week unit of instruction in which questions focused on prediction or review were asked in the experimental groups while control group questions came from the basal series' teacher manuals containing the experimental stories. Results of mixed hierarchical analyses indicated that justifying answers significantly improved the performance of groups asked prediction questions but not groups asked review questions. Results also indicated a nonsignificant trend toward superior performance of the experimental groups over the control group, suggesting that importance and explicitness of ideas are appropriate foci in designing discussion questions. (Twelve tables of data are included; 71 references are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers - Location: Illinois