Acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students to learn from science textbooks

Reading Psychology

Volumn 23, Issue 3, 2002, Pages 181-198

  Feldt, Ronald C ^a   Feldt, Rebecca A ^a   Kilburg, Kristine ^a  

^a MOUNT MERCY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011186992     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710290061319     Document Type: Article

References (30)

1. Adams, A., Carnine, D., & Gersten, R. (1982). Instructional strategies for studying content area texts in the intermediate grades. Reading Research Quarterly, 18, 27-55.
2. Allington, R. L., & Weber, R. M. (1993). Questioning questions in teaching and learning from texts. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks: Theory and practice (pp. 47-68). Hillsdale, NJ: Erlbaum.
3. Anderson, T. H., & Armbruster, B. B. (1982). Reader and text—studying strategies. In W. Otto & S. White (Eds.), Reading expository material (pp. 219-242). New York: Academic Press.
4. Armbruster, B. B., Anderson, T. H., Armstrong, J. O., Wise, M. A., Janisch, C., & Meyer, L. A. (1991). Reading and questioning in content area lessons. Journal of Reading Behavior, 23, 35-59.
5. Armbruster, B. B., & Ostertag, J. (1993). Questions in elementary science and social studies textbooks. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks: Theory and practice (pp. 69-94). Hillsdale, NJ: Erlbaum.
6. Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21-44). Newark, DE: International Reading Association.
7. Cook, L., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications (pp. 87-131). New York: Springer-Verlag.
8. Davey, B., & McBride, S. (1986). Effects of question generation training on reading comprehension. Journal of Educational Psychology, 78, 256-262.
9. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
10. Englert, C. S., & Hiebert, E. H. (1984). Children’s developing awareness of text structures in expository materials. Journal of Educational Psychology, 76, 65-74.
11. Hansen, J. (1981). The effects of inference training and practice on young children’s comprehension. Reading Research Quarterly, 16, 391-417.
12. Hansen, J., & Pearson, P. D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821-829.
13. King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, 338-368.
14. Kirk, R. E. (1982). Experimental design: Procedures for the behavioral sciences (2nd ed.). Belmont, CA: Wadsworth.
15. MacGinitie, W. H., & MacGinitie, R. K. (1989). Gates-MacGinitie Reading Tests (3rd ed.). Chicago: Riverside Publishing.
16. Manzo, A. V. (1969). The ReQuest procedure. Journal of Reading, 12, 123-125, 163.
17. Marks, M., Pressley, M., Coley, J. D., Craig, S., Gardner, R., DePinto, T., & Rose, W. (1993). Three teachers’ adaptations of reciprocal teaching in comparison to traditional reciprocal teaching. The Elementary School Journal, 94, 267-283.
18. Menke, D. J., & Pressley, M. (1994). Elaborative interrogation: Using “Why” questions to enhance the learning from text. Journal of Reading, 37, 642-645.
19. Meyer, L. A., Crummey, L., & Greer, E. A. (1988). Elementary science textbooks: Their contents, text characteristics, and comprehensibility. Journal of Research in Science Teaching, 25, 435-463.
20. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehensionfostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
21. Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. (1989). Strategies that improve memory and comprehension of text. The Elementar y School Journal, 90, 3-31.
22. Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance (2nd ed.). Cambridge, MA: Brookline.
23. Raphael, T. E., & Gavelek, J. R. (1984). Question-related activities and their relationship to reading comprehension: Some instructional implications. In C. G. Duffy, L. R. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 234-250). New York: Longman
24. Raphael, T. E., & Wonnacott, C. A. (1985). Heightening fourth-grade students sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20, 282-296.
25. Richgels, D. J., McGee, L. M., Lomax, R. G., & Sheard, C. (1987). Awareness of four text structures: Effects on recall of expository text. Reading Research Quarterly, 22, 177-196.
26. Robinson, F. P. (1970). Effective study (4th ed.). New York: Harper & Row.
27. Rosenshine, B., & Meister, C. (1997). Cognitive strategy instruction in reading. In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 85-107). Mahwah, NJ: Erlbaum
28. Spache, G. D. (1974). Good reading for poor readers (9th ed.). Champaign, IL: Garrard.
29. Winer, B. J. (1971). Statistical principles in experimental design (2nd ed.). New York: McGraw-Hill
30. Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227-268