|dc.description.abstract||Five 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