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
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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