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dc.contributor.authorTanner, Cheryl
dc.date.accessioned2022-07-14T17:51:34Z
dc.date.available2022-07-14T17:51:34Z
dc.date.created2007
dc.date.issued2007
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12807
dc.description.abstractFive second- and third-grade teachers' questioning techniques were observed during twenty-five minutes of reading instruction once monthly for the duration of three months. The number of recall and non-recall, or higher-level, questions asked by these teachers was tallied by means of a checklist. Higher-level questions were tallied under eight categories: elaborate, opinion, evaluate, summarize, infer, compare, speculate, and predict. The result of this study was that the five teachers asked more higher-level questions than recall questions during the combined observations of their reading instruction.en_US
dc.subjectreadingen_US
dc.subjectquestionen_US
dc.titleClassroom Observations of Teachers' Questioning During Reading Instructionen_US
dc.typeThesisen_US


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