Title
The Effects of Didactic Instruction on the Rate of Preservice Teachers' Low-and High-Level Questions
Date of Award:
5-2016
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation
Committee Chair(s)
Benjamin Lignugaris/Kraft
Committee
Benjamin Lignugaris/Kraft
Committee
Charles L. Salzberg
Committee
Nancy Glomb
Abstract
Questioning is an instructional strategy that serves many purposes for teachers and students. The purpose of this study is to evaluate the questioning sequence of moving from low- to high-level questions to support students’ reading text-based comprehension.After engaging in didactic instruction and practice in the TeachLivE™ Lab, teacher participants implemented low- and high-level question sequences during reading instruction with elementary students. Teacher performance was measured as a rate of question sequences in a multiple baseline design across two participants. 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.This instructional practice made a significant impact on low performing students. Overall students increased the quantity of c-units and accuracy.
Checksum
c11c4906ead4c55bb94dce0ff35c9fdc
Recommended Citation
Lewis, Monica, "The Effects of Didactic Instruction on the Rate of Preservice Teachers' Low-and High-Level Questions" (2016). All Graduate Theses and Dissertations. 4916.
https://digitalcommons.usu.edu/etd/4916
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