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ERIC Number: EJ893155
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0270-2711
Postreading Questioning and Middle School Students' Understanding of Literature
Liang, Lauren Aimonette; Watkins, Naomi M.; Graves, Michael F.; Hosp, John
Reading Psychology, v31 n4 p347-364 2010
The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This study examined the effects of using three postreading questioning conditions with stories from middle school anthologies: the story map, anthology questions, and no questioning. Results indicated a significant difference for comprehension between both questioning conditions and no questioning but no significant difference between the story map and anthology question treatments. However, the story map condition had a more positive effect on students' enjoyment of the stories and their feeling of success in understanding them than the other conditions. (Contains 2 figures and 2 tables.)
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: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A