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
Advisor/Chair:
Benjamin Lignugaris/Kraft
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
a67fa9bbbe06216c16f650fbae5b6226
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
Included in
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 .