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Using guided cooperative questioning...

Williams, Edward F.

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Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom./
Author:	Williams, Edward F.
Description:	169 p.
Notes:	Chairperson: Patricia Busk.
Contained By:	Dissertation Abstracts International63-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052241
ISBN:	0493662154

Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom.
Williams, Edward F.

Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom. - 169 p.

Chairperson: Patricia Busk.

Thesis (Ed.D.)--University of San Francisco, 2002.

The purpose of the study was to use a question-asking strategy in a middle-school social-studies class to promote elaborated responses to questions in a small-group dialogue in order to increase comprehension of expository text. Sixty 8<super> th</super>-grade students in two intact classes were compared. During this 6-day study, students in the intervention group used thought-provoking generic-question stems to guide them in generating their own discussion questions specific to the text they read in class. These students were compared with a comparison group using dyads in a discussion of the same text but not trained to use the generic-question stems. Students in both conditions posed their questions to their small-group peers and answered each other's questions. Students were pretested with the Gates-MacGinitie Reading Test to assess preintervention group differences.

ISBN: 0493662154Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom.
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020 $a 0493662154
035 $a (UnM)AAI3052241
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040 $a UnM $c UnM
100 1 $a Williams, Edward F. $3 1252184
245 1 0 $a Using guided cooperative questioning to foster comprehension of expository text in a middle-school social-studies classroom.
300 $a 169 p.
500 $a Chairperson: Patricia Busk.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1251.
502 $a Thesis (Ed.D.)--University of San Francisco, 2002.
520 $a The purpose of the study was to use a question-asking strategy in a middle-school social-studies class to promote elaborated responses to questions in a small-group dialogue in order to increase comprehension of expository text. Sixty 8<super> th</super>-grade students in two intact classes were compared. During this 6-day study, students in the intervention group used thought-provoking generic-question stems to guide them in generating their own discussion questions specific to the text they read in class. These students were compared with a comparison group using dyads in a discussion of the same text but not trained to use the generic-question stems. Students in both conditions posed their questions to their small-group peers and answered each other's questions. Students were pretested with the Gates-MacGinitie Reading Test to assess preintervention group differences.
520 $a Student dialogues from both the comparison group and the intervention group were tape recorded and then transcribed. The number of elaborations used in the student dyads were quantified. The questions asked in the student groups were quantified and then categorized. The total amount of time students spent in on-task behavior was determined. Student comprehension was assessed through a researcher-designed posttest. An independent-samples t test was used to compare the two groups. Students in the generic-question stem condition used a significantly greater number of elaborations in a discussion of text over the comparison group. Students in the generic-question stem condition also answered a significantly fewer number of fact questions. Students in the experimental condition outperformed the comparison condition on the posttest, but the results were not statistically significant. Students in the experimental condition also spent a greater amount time in on-task behavior, but the results were not statistically significant. The results suggest that generic-question stems can be used effectively to generate greater elaborations in a discussion of text.
590 $a School code: 6019.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Social Sciences. $3 1019148
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710 2 0 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 63-04A.
790 $a 6019
790 1 0 $a Busk, Patricia, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052241