Date of Award:

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.

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