An Investigation of Elementary Teachers' Use of Follow-Up Questions for Students at Different Reading Levels

Autor/inn/en	Gilson, Cindy M.; Little, Catherine A.; Ruegg, Ashley N.; Bruce-Davis, Micah
Titel	An Investigation of Elementary Teachers' Use of Follow-Up Questions for Students at Different Reading Levels
Quelle	In: Journal of Advanced Academics, 25 (2014) 2, S.101-128 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X14532257
Schlagwörter	Elementary School Teachers; Questioning Techniques; Thinking Skills; Elementary School Students; Reading Readiness; Reading Achievement; Reading Instruction; Teacher Student Relationship; Conferences (Gatherings); Grade 3; Grade 4; Grade 5; Qualitative Research; High Achievement; Low Achievement + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Denkfähigkeit; Reading rate; Reading speed; Lesegeschwindigkeit; Leseleistung; Leseunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Unterdurchschnittliche Leistung
Abstract	Asking questions to promote higher-level thinking is often promoted as a way to challenge students, especially talented readers, to think more deeply about text and share their thinking. Recent research in a variety of educational fields has indicated that follow-up questions may be used to move all students forward in their abilities to understand and respond to such questions accessing higher-level thinking. The purpose of this qualitative investigation was to identify the types of follow-up questions frequently asked by three teachers at a small, urban elementary school in the Northeastern region of the United States and whether those types varied by students' reading readiness levels. Results indicated that the teachers asked a variety of follow-up questions accessing both higher- and lower-level thinking during reading conferences with students whose reading levels varied; the results also indicated that each teacher tended to ask a greater percentage of higher-level questions of his or her higher-level students than of other students. The identified follow-up question types may be helpful in supporting other elementary reading teachers to expand their repertoire of questions to ask students during discourse around text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10