Student-Generated Questions in Literacy Education and Assessment

Autor/inn/en	Maplethorpe, Lois; Kim, Hyunah; Hunte, Melissa R.; Vincett, Megan; Jang, Eunice Eunhee
Titel	Student-Generated Questions in Literacy Education and Assessment
Quelle	In: Journal of Literacy Research, 54 (2022) 1, S.74-97 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maplethorpe, Lois)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X221076436
Schlagwörter	Literacy; Questioning Techniques; Inquiry; Grade 5; Grade 6; Reading Comprehension; Writing (Composition); Writing Attitudes; Student Attitudes; Reading Attitudes; Reading Skills; Writing Skills; Foreign Countries; Canada (Toronto) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Befragungstechnik; Fragetechnik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Leseverstehen; Schreibübung; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Ausland
Abstract	This study investigated the extent to which students' questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students (N = 89) were asked to generate three questions after reading two different types of text. The students also completed reading comprehension and writing tests, as well as a questionnaire about their attitude toward literacy, perceived text understanding, and interest in the text. A hierarchical regression analysis showed that the quality of student-generated questions was predicted by reading comprehension ability, a positive attitude toward writing, and perceived level of understanding of the text, with strong effects related to text genre. We explore the implications of these findings on current pedagogy and assessment practices in literacy education and suggest areas for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01