Improving Reading Comprehension through Reciprocal Questioning. TECHNIQUES [microform] / Deanna C. Martin and Robert Blanc.
This document offers "reciprocal questioning" as a technique that promotes active learning and that is a practical and powerful way to help students improve their reading comprehension. First, the technique is described in detail. Steps include selection of four to five paragraphs of text;...
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| Format: | Microfilm Book |
| Language: | English |
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1984.
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| 100 | 1 | |a Martin, Deanna C. |0 http://id.loc.gov/authorities/names/n85113994 |1 http://isni.org/isni/000000002807079X | |
| 245 | 1 | 0 | |a Improving Reading Comprehension through Reciprocal Questioning. TECHNIQUES |h [microform] / |c Deanna C. Martin and Robert Blanc. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 4 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a ERIC Document Number: ED272652. | ||
| 520 | |a This document offers "reciprocal questioning" as a technique that promotes active learning and that is a practical and powerful way to help students improve their reading comprehension. First, the technique is described in detail. Steps include selection of four to five paragraphs of text; preparation of 10-12 questions over the material, including factual questions and questions that require inference, application, and evaluation; introduction of the procedure; silent reading of the selection; student questioning of the teacher; and teacher questioning of the students. Suggestions are then offered on how to deal with the questions students ask, questions that are not stated clearly, do not follow logically from the reading, or extend beyond the material. This section includes recommendations for opening the opportunity for others in the class to become involved and for dealing with a difficult question the teacher cannot answer. Suggestions for teachers' questions include repeating the instructions, asking the same questions students asked, asking increasingly sophisticated questions, and knowing when to finish. (YLB) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 524 | |a Lifelong Learning, v7 n4 p29-31 Jan 1984. |2 ericd. | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 650 | 1 | 7 | |a Adult Basic Education. |2 ericd |
| 650 | 0 | 7 | |a Adult Reading Programs. |2 ericd |
| 650 | 0 | 7 | |a Inquiry. |2 ericd |
| 650 | 1 | 7 | |a Questioning Techniques. |2 ericd |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd |
| 650 | 1 | 7 | |a Student Participation. |2 ericd |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd |
| 700 | 1 | |a Blanc, Robert. |0 http://id.loc.gov/authorities/names/n88656626 |1 http://isni.org/isni/0000000108631171 | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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