In the field of reading comprehension, student-generated questions have been investigated within instructional contexts for elementary, middle school, high school, and college students. Although findings from instructional studies reveal that student-generated questions have an impact on reading comprehension…
Contents
Chapter I: Introduction
Theoretical Background
Rationale for this Study
Measuring Questioning Levels
Pilot Investigation
Dissertation Investigation: Research Questions
Chapter II: Literature Review
Purpose of the Literature Review
Questioning in Text Comprehension
Questioning as an Area of Inquiry
Students’ Oral Questions
Students’ Versus Teacher’s Questions in Relation to Text
Questioning for Text Comprehension
Cognitive Processes Needed for Successful Questioning with Text
Impact of Levels of Questions on Cognitive Processes of Text Comprehension
Impact of Questioning on Narrative and Expository Text Comprehension
Narrative Texts
Instruction of Literal Types of Questions
Question Instruction Based on Story Structure
Question Instruction Based on Text Organization
Question Instruction Based on Main Idea
Question Instruction Based on Question Prompts
Expository Texts
Questioning Within Multiple Strategy Programs
Instruction of Literal and Inferential Questions
The Role of Questions in the Science Inquiry Process
Impact of Prior Knowledge on Question Types
Contributions and Limitations of Research in Questioning for Narrative
and Expository Texts
Question Hierarchies for Narrative Texts and for Science Inquiry
Advantages of a Questioning Hierarchy
Hierarchy for Questions in Ecological Science Texts
Impact of Questioning on Reading Comprehension
Conceptual Knowledge Built from Text
Types of knowledge
Conceptual knowledge
Concepts
Theoretical Basis for Conceptual Knowledge
Semantic Networks and Mental Models as Representations of Conceptual Knowledge
Conceptual Knowledge Representations for Narrative and Expository Texts
Conceptual Knowledge Representations for Expository Texts
Mental Models as Representations of Conceptual Knowledge in Life Science Domains
Conceptual Knowledge Representations for Narrative Texts
Distinctions between Conceptual Knowledge Representations for Narrative and Expository texts
Attributes of Expository Text
Tools for Representing Conceptual Knowledge
Concept Maps
Graphic Organizers
Pathfinder Networks
Pathfinder as a Measure of Conceptual Knowledge
Examples of Conceptual Knowledge Representations in Ecological Science
A Concept Map on Bats’ Survival
A Pathfinder Network on the Killer Whale
Theoretical Expectations and Hypotheses
Definitions of Terms
Chapter III Pilot Study
Overview
Theoretical rationale
Student Questioning in Relation to Text
Student Questioning for Narrative and Expository Texts
Student Questioning in Science Domains
Questioning Levels and Conceptual Knowledge Built from Text
Method Hypotheses
Design Participants
Materials
Measures
Administrative Procedures
Coding Questions in Relation to Text
Developing a Questioning Hierarchy
Interrater Agreement for the Questioning Hierarchy
Scores for Questioning
Final Questioning Hierarchy
Coding Multiple Text Comprehension Responses
Reading Comprehension: Developing a Hierarchy for Conceptual Knowledge
Characteristics of the Knowledge Hierarchy
Interrater Agreement for the Conceptual Knolwedge Hierarchy
Scores for Conceptual Knowledge
Final Conceptual Knowledge Hierarchy
Coding Passage Comprehension Responses
Passage Comprehension Scoring
Results
Discussion
Chapter IV Method
Hypotheses
Design
Participants
Materials
Measures
Prior Knowledge for Multiple Text Comprehension
Questioning for Multiple Text Comprehension
Multiple Text Comprehension
Prior Knowledge for Passage Comprehension
Questioning for Passage Comprehension
Passage Comprehension
Gates-MacGinitie Reading Tests
Administrative Procedures
Chapter V Results
Chapter VI Discussion
Limitations
Future Research
Appendices
Appendix A
Appendix B
Appendix C
References
Author: Taboada, Ana M
Source: University of Maryland
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