Date of Award:

5-2016

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Department name when degree awarded

Special Education and Rehabilitation

Committee Chair(s)

Benjamin Lignugaris/Kraft

Committee

Benjamin Lignugaris/Kraft

Committee

Charles L. Salzberg

Committee

Nancy Glomb

Abstract

Developing a teacher’s ability to ask meaningful questions is a simple, effective way to influence learning outcomes. Questions serve as a beneficial instructional strategy, allowing teachers to facilitate student learning opportunities through engagement, and by reinforcing understanding, promoting higher levels of thinking, and providing feedback.

This study evaluated the use of questioning sequence, moving from low- to high-level questions, to support students’ reading comprehension. After engaging in instruction and practice in the TeachLivE™ Lab, two teacher participants implemented low- and high-level question sequences during reading instruction with elementary students. The study measured teacher performance as a rate of question sequences before and after instruction. Students’ verbal responses were assessed based on how they related a personal experience back to the text.

Based on the findings, teachers effectively improved the use of questioning sequences after instruction. This instructional practice made a significant impact on low performing students. Overall students increased the quantity of c-units (statement containing a subject and predicate) and accuracy (representing information from the story correctly).

Checksum

c11c4906ead4c55bb94dce0ff35c9fdc

Download

Included in

Education Commons

Share

COinS

Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .