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ERIC Number: EJ1075600
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0256-8543
Beyond Who, What, Where, When, Why, and How: Preparing Students to Generate Questions in the Age of Common Core Standards
Humphries, Jean; Ness, Molly
Journal of Research in Childhood Education, v29 n4 p551-564 2015
Using a case study design, our research explored question generation as a reading comprehension strategy, focusing on the types of questions 4th- and 5th-grade students posed before, during, and after reading narrative text. The authors aimed to determine whether their participants are ready to pose the higher-level questions expected of them by the U.S. Common Core State Standards (2010). The results indicated that students asked mainly memory-based and convergent thinking questions, with far fewer divergent thinking and evaluative thinking questions. Instructional implications for classroom teachers include teacher modeling and demonstration of how to ask divergent and evaluative thinking questions through explicit instruction, mentorship, and more teacher use of language related to deeper thinking comprehension questions. These findings are explained in connection to the Common Core State Standards.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement