Teacher questioning: Is there an answer?

Mary C. Shake

doi:10.1080/19388078809557932

Teacher questioning: Is there an answer?

Mary C. Shake

Curriculum and Instruction

Research output: Contribution to journal › Article › peer-review

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Abstract

Question‐answer instructional segments from second‐grade small group reading lessons were analyzed according to both Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. Analysis of the questions according to Barrett's taxonomy revealed that a majority of lower‐level questions were asked. When analyzed according to Pearson and Johnson's taxonomy, however, the greatest percentage of question‐answer relationships fell in the scriptally implicit category. Results are discussed in relation to previous research in this area.

Original language	English
Pages (from-to)	29-39
Number of pages	11
Journal	Reading Research and Instruction
Volume	27
Issue number	2
DOIs	https://doi.org/10.1080/19388078809557932
State	Published - Feb 1988

ASJC Scopus subject areas

Education
Psychology (miscellaneous)

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10.1080/19388078809557932

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title = "Teacher questioning: Is there an answer?",

abstract = "Question‐answer instructional segments from second‐grade small group reading lessons were analyzed according to both Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. Analysis of the questions according to Barrett's taxonomy revealed that a majority of lower‐level questions were asked. When analyzed according to Pearson and Johnson's taxonomy, however, the greatest percentage of question‐answer relationships fell in the scriptally implicit category. Results are discussed in relation to previous research in this area.",

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AB - Question‐answer instructional segments from second‐grade small group reading lessons were analyzed according to both Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. Analysis of the questions according to Barrett's taxonomy revealed that a majority of lower‐level questions were asked. When analyzed according to Pearson and Johnson's taxonomy, however, the greatest percentage of question‐answer relationships fell in the scriptally implicit category. Results are discussed in relation to previous research in this area.

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Teacher questioning: Is there an answer?

Abstract

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