Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing.

Broek, Paul van den; Tzeng, Yuhtsuen; Risden, Kirsten; Trabasso, Tom; Basche, Patricia

doi:10.1037/0022-0663.93.3.521

Cited by 95 publications

(89 citation statements)

References 34 publications

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“…This means that not all ways of questioning are helpful for reading comprehension, a conclusion that is confirmed by conflicting results of former research (see e.g. Anderson & Biddle, 1975;Pressley et al, 1989;Van den Broek et al, 2001;Cerdan et al, 2009).…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 44%

“…This failure is common to elementary school children and poor readers even in upper elementary school (Pressley et al, 1989). Van den Broek et al (2001) demonstrated that questions that were presented during reading helped the older students to memorize information targeted by the questions. The same effect was not documented with younger students.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…In certain cases asking of support questions may cause cognitive overload of student short term memory and be ineffective (Kirschner, 2002). One among many factors that would impact the readers' information processing capabilities is timing of support questions (Van den Broek et al, 2001). For example, if finding answers to support questions causes cognitive overload during reading, it barely supports understanding.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…This suggests that asking the reader some questions while reading a text might be an effective tool for guiding his or her understanding of the text. For example, Van den Broek et al (2001) showed that posing supportive questions during reading helps understanding of the text. Answering questions pertaining to the text to be read enhances learning from it (Pressley et al, 1989) because the questions challenge the reader to find relations between queried and answered information and focus the reader's attention on moments necessary for comprehending the text (Olson, Duffy, & Mack, 1985).…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…Therefore, the timing of questions for supporting text comprehension in reading has caught attention of many researchers (see Anderson & Biddle, 1975;Pressley et al, 1989;Van den Broek et al, 2001). Questions can be asked before, during and after reading the text.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

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Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Kängsepp¹

2011

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This study investigated the effect of support questions and their timing on Grades 4 and 7 students' reading comprehension. The support questions were posed either during or after reading texts. A comparative analysis of students' scores in answering of control questions presented at the end of the reading assignment revealed that asking inferential support question has positive effect on the text comprehension only in certain conditions. The effect of inferential support questions is rather negative if the text to be read is difficult and support questions are posed after reading the text sections.

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Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 44%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

See 3 more Smart Citations

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Kängsepp¹

2011

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Classroom Questioning

Gayle¹,

Preiss²

2008

The International Encyclopedia of Communication

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One important aspect of student–teacher classroom interaction involves the process of asking and answering questions. The proficient use of questioning in the classroom is often recognized as a significant tool for managing classroom discourse and motivating student participation in the learning process. Many of the published studies in this area pragmatically advise teachers about the process of designing and executing questioning strategies that enhance student comprehension and recall of course materials. Other studies investigate the efficacy of teacher and student questioning practices. Although there is considerable disagreement regarding the outcomes of, and explanations for, effective classroom questioning, all researchers concur that educational questions are one of the fundamental tools teachers use to promote learning (→ Pedagogy, Communication in; Classroom Student–Teacher Interaction; Learning and Communication).

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Questioning as an instructional method: Does it affect learning from lectures?

Campbell

Mayer

2008

Applied Cognitive Psychology

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What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a 25-slide PowerPoint lecture in educational psychology that included four inserted multiple-choice questions (questioning group) or four corresponding statements (control group). Students in the questioning group used a personal response system (PRS), in which they responded to questions using a hand-held remote control, saw a graph displaying the percentage of students voting for each answer, and heard the teacher provide an explanation for the correct answer. Students in the control group received the corresponding slide as a statement and heard the teacher provide an explanation. The questioning group outperformed the control group on a retention test in Experiment 1 (d ¼ 1.23) and on a transfer test in Experiment 2 (d ¼ 0.74), but not on other tests. The results are consistent with a generative theory of learning, and encourage the appropriate use of questioning as an instructional method.Consider the following scenario: Students are attending a large college class where the teacher gives a lecture using PowerPoint slides. The teacher presents slides and talks about each one, while the students appear to sit passively. On a subsequent test, the students do not perform well on remembering the material or using it to solve problems. What can be done to increase student involvement in the class? In other words, how can a large lecture class be redesigned to enable student participation?One approach to this problem is to use a questioning technique in which the instructor presents a multiple-choice question covering some of the presented material, each student selects an answer, the tally of votes for each alternative is presented, the instructor calls on a student to briefly justify the correct answer, and the instructor explains his or her reasoning in selecting the correct answer. In this way, all students are able to participate in a large lecture class-albeit in a fairly modest way.Our goal in the present set of laboratory experiments is to determine whether incorporating this kind of questioning technique results in better learning from a lecture as compared to conventional practice. In particular, we compare the learning outcomes of students who receive a 25-slide PowerPoint lecture in educational psychology containing four inserted questions-each on a slide-that involve the questioning technique APPLIED COGNITIVE PSYCHOLOGY

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Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing.

Cited by 95 publications

References 34 publications

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Classroom Questioning

Questioning as an instructional method: Does it affect learning from lectures?

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