The Effects of Didactic Instruction on the Rate of Preservice Teachers' Low- and High-Level Questions with Students with Disabilities

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Benjamin Lignugaris-Kraft


Questions account for 80% of classroom talk. Teachers who engage in systematic questioning strategies may increase the probability that students will provide more correct and substantive responses. The purpose of this study was to evaluate the effectiveness of preservice teachers' ability to use a systematic questioning approach that involved strategically moving from low- to high-level questions within a reading lesson. Practice and feedback sessions were held in the TeachLivE ™ Lab, a virtual teaching environment supporting teacher practice in pedagogy and content. Data patterns indicate an increase in teachers' ability to implement questioning strategies after receiving one-on-one didactic instruction. In Study 2, all methods and procedures were replicated with the addition of a student reading comprehension measure to determine the effects of teacher questioning on student outcomes. After teachers practiced lessons in the TeachLivE Lab™, the same lesson was delivered to fourth-grade students in small reading groups and responses were analyzed and scored. Implementation of and data collection for Study 2 is currently underway. Findings, limitations, and suggestions for future research will be discussed.

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