Literaturnachweis - Detailanzeige
| Autor/in | Adams, John |
|---|---|
| Titel | Refinements in Teaching Comprehension: Who Should Ask the Questions? |
| Quelle | (1985), (8 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Elementary Secondary Education; Questioning Techniques; Reading Comprehension; Reading Instruction; Reading Research; Teaching Methods |
| Abstract | A field study tested a teaching method to increase comprehension by instructing students about the nature of questions and the "art" of composing good comprehension questions. The eight guidelines on which the method was developed included (1) making students aware of the purpose of such questions; (2) explaining to students that there are three kinds of questions: literal, inferential, and judgmental; and (3) working with students on developing questions before letting them work on their own. When tested in primary, middle, and junior high grade levels, the technique appeared to have many benefits. Both students and teachers responded enthusiastically to the procedure. The questioning method increased interest, participation, and comprehension ability. Teachers who had taught the same basal reading program for five years reported that their experimental groups attained the best scores ever on unit tests. (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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