Question Types and Fates of Student Responses in Second and Fourth Grade Basal Reading Instruction

Examined in this study were the types of questions asked by elementary teachers during basal reading instruction. Eight teachers, four each at grades two and four, were videotaped as they taught reading to their regular groups. Each question asked was classified using both the Guszak and the Pearson-Johnson taxonomies. Results indicate that literal level questions were more common in low ability groups in both grade levels, as well as in second grade groups compared with fourth grade groups. Also, comparisons between the two taxonomies reveal that the Pearson-Johnson taxonomy makes finer distinctions among text-related questions than does the Guszak taxonomy. The fates of student responses to teacher questions were also investigated. Selected transcripts were chosen for analysis and the fates of responses were classified using a researcher-developed instrument. The fifteen observed types of fates were categorized into two broad categories, Discussion-Promoting and Discussion-Inhibiting fates. When literal level questions were asked, Discussion-Inhibiting fates were likely to follow responses.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Morrison, Timothy Glen

• Education, Reading

Identifier

(UMI)AAI8701572

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69095