Cognitive capacity engagement during and following interspersed mathemagenic questions.

Burton, John K.; Niles, Jerome A.; Lalik, Rosary M.; Reed, W. Michael

doi:10.1037/0022-0663.78.2.147

Cited by 9 publications

(2 citation statements)

References 29 publications

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“…Rickards ( 1979) has noted that reading with postquestions consistently produced better retention of nonquestioned text-based material than reading with only prequestions or with no questions at all. The recent assessment of Burton, Niles, and Lalik (1986) of empirically based investigations on the efficacy of postquestions supports Rickards' conclusion:…”

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confidence: 82%

Testing the ecological validity of teacher‐provided versus student‐generated postquestions in reading college science text

Pearson

1991

J Res Sci Teach

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This study compared the achievement of high-and low-reading-ability students in two classes of a one-semester introductory college biology course after they either received and used teacher-provided questions posed at various taxonomic levels on textual reading assigned over a five-week period (Group 1) or learned via training to generate and use their own questions at the identical taxonomic levels based on the same text over the same period of time (Group 2). Independent variables included (a) form of questioning (teacher provided and self-generated), (b) reading ability (low and high), and (c) question type (referent, literal, interpretive, inferential, and self-critical). Dependent variables included scores from weekly quizzes and from a summative examination. Results indicated that (a) training students to generate and answer their own questions based on text reading had a favorable effect on their midrange (weekly quiz) performance; (b) relative to long-range (summative exam) performance, training students to generate and answer their own questions based on study reading was no more efficacious than providing students with questions based on the same text; and (c) teacher-provided questions at the literal level facilitated the acquisition of intended and incidental discrimination material better than teacher-provided questions at any other taxonomic level.From the time of Socrates, questioning has been a major (if not the major) strategy for teaching and learning. The dominant form of this strategy in classrooms has been the use of teacher questions as an integral part of instruction. "Recognizing this phenomenon, researchers for the past fifty years have quantified the number of teacher questions asked in classrooms, classified the types of questions asked by teachers, and have examined the effectiveness of different types of questions on student behavior" (Evenson, 1981, p.

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confidence: 82%

Testing the ecological validity of teacher‐provided versus student‐generated postquestions in reading college science text

Pearson

1991

J Res Sci Teach

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“…A number of researchers have tested the viability of Wittrock's model by investigating different generative strategies (e.g., note taking, summarizing, questioning, organizational strategies, concept mapping, creation of analogies) with college-level students performing primarily recall, comprehension, and identification tasks (Burton, Niles, Lalik, & Reed, 1986;Sutliff, 1986). Findings positively supported the use of generative strategies in the recall, retention, and comprehension of facts.…”

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confidence: 99%

The Effect of Implementing Some Generative Learning Model Strategies in Teaching Reading Comprehension

Basaffar¹

2017

IJELE

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The present study investigates the effect of implementing some Generative Learning Model (GLM) strategies in teaching English as a foreign language (EFL) to foundation year students at King Abdulaziz University (KAU). A total of 120 female students studying English at the English Language Institute (ELI) at KAU preparatory year participated in this study. Participants were divided into two groups, a controlled group and an experimental group. Each group consists of 60 students selected randomly. All students were of the same level at the foundation year according to the institute's placement test. A reading comprehension pre-test was conducted for the two groups to assure similarities. The test consists of two parts, multiple choice questions (MCQs) and Generative Learning Model question (GLMQs). Generative Learning Model strategies were implemented in class using reading texts that are part of the institute's curriculum. Students were trained to use some GLM strategies including paraphrasing, generating titles, generating questions, drawing mind-maps and images. Four weeks later, a post-test took place for the experimental as well as for the controlled group. Results indicate a significant improvement in students' performance as far as the GLMQs were considered. Moreover, a positive attitude was strongly reflected in students' behavior inside the classroom. In addition, students were asked to reflect on the technique used. Positive feedback was strongly evident in their writings. The method adopted turned the class into an entirely student-centered class. Dealing with challenging reading texts turned to be an exciting experience for both the learners and the teacher.

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Analyzing learner-hypermedia interaction: An overview of online methods

Rouet

Passerault

1999

Instr Sci

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Cognitive capacity engagement during and following interspersed mathemagenic questions.

Cited by 9 publications

References 29 publications

Testing the ecological validity of teacher‐provided versus student‐generated postquestions in reading college science text

Testing the ecological validity of teacher‐provided versus student‐generated postquestions in reading college science text

The Effect of Implementing Some Generative Learning Model Strategies in Teaching Reading Comprehension

Analyzing learner-hypermedia interaction: An overview of online methods

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