Using Higher Order Questioning to Accelerate Students' Growth in Reading

Autor/inn/en	Peterson, Debra S.; Taylor, Barbara M.
Titel	Using Higher Order Questioning to Accelerate Students' Growth in Reading
Quelle	In: Reading Teacher, 65 (2012) 5, S.295-304 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/TRTR.01045
Schlagwörter	Reading Achievement; Educational Improvement; Educational Change; Educational Indicators; Reading Instruction; Knowledge Base for Teaching; Reading Improvement; Reading Skills; Reading Strategies; Questioning Techniques; Change Strategies; Teaching Methods; Instructional Effectiveness; Student Diversity; Achievement Gains + Suchen Sie Ihr Suchwort? Leseleistung; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Educational indicato; Bildungsindikator; Leseunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Befragungstechnik; Fragetechnik; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Achievement gain; Leistungssteigerung
Abstract	The purpose of this article is to describe the changes in reading instruction that teachers made that contributed to students' growth in reading. Teachers made the transition from instruction that was primarily teacher-directed and focused on lower-level questions to instruction that supported students in their higher order talk and writing about texts. These teachers worked with diverse student populations in schools that had previously struggled to make adequate yearly progress, yet across three years of reading reform their students continued to make important gains in their reading achievement. These findings and examples may stimulate reflection and challenge other reading professionals to consider important research-validated elements of effective reading instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10